EDFO 422: COMPARATIVE EDUCATION
INTRODUCTION
The word comparative involves comparison of one thing or system with another.
Getao (1996) in his book defined comparative education as the study of educational systems in
which one seeks to understand the similarities and differences among educational systems.
According to Vernon Mallinson, comparative education means a systematic examination of
other cultures and other systems of education deriving from these cultures in order to discover
resemblances and differences and why variant solutions have been attempted to problems that
are common to all.
According to George Bereday, comparative education makes sense out of the similarities and
differences among educational systems. It catalogues educational methods across national
frontiers and in this catalogue each country appears as one variant of the total store of mankind’s
educational experiences.
Edmund J. King defines comparative education as a discipline, which systematizes our
observations and conclusions in relation to the shaping of the future. To him this world now is no
longer possible to find the solutions of any educational or social problem within that country and
thus we are to look for it from other countries, cultures and societies. Comparative education
serves this purpose to a considerable extent, at least in the world of education.
Scope of comparative education
Comparative Education maybe viewed from various perspectives thus making it necessary for us
to define its scope. The discipline can be seen from five perspectives:
1. Subject Matter - This covers the essential components in systems of education like the
aims, curriculum content, administration, financing and the structure, education and
training of teachers.
2. Geographical Unit - This includes intra-national, international, regional, continental and
global studies and analysis of educational systems.
3. Thematic Scope - This focuses on themes, topical issues or problems. The interest is to
compare them within one or more geographical units e.g. gender issues in education and
education in urban areas.
, 4. Ideological Scope - This focuses on comparison of educational systems on the basis of
differing political, social and economic principles and thoughts.
5. Historical scope - This deals with the study of events within systems of education from a
chronological or historical perspective. For instance comparing education since
independence with that of colonial period or education in Kenya compared with
education in Ghana in historical perspective.
The widely accepted aims of Comparative Education include but not limited to the following:
1. It should lead to greater understanding of the processes of education.
2. It should promote interests in and information about particular systems of education and
be able to explain why they are as they are.
3. It should facilitate practical reform and planned development of school systems.
4. It aims to promote the spirit of international understanding and cooperation among those
who study it.
5. To develop understanding on the different education systems in the world with the
purpose of improving local systems of education
6. To promote interest in and information about particular systems of education to facilitate
explanation of why systems are as they are
7. To facilitate practical reforms and planned development of institution within the
education system.
8. To promote the spirit of international understanding and co-operation among those who
study it.
9. For appreciate the need for selective borrowing and its relevant to improvement of
education systems at home.
10. To help the student to appreciate that problems faced in education at home are found
elsewhere.
11. To help to make general statement about how education develops and also tests how
universally applicable existing theories, in education are.
12. To get exposure to knowledge in other disciplines that also study human affairs to enable
us see a holistic picture of education.
13. To contribute to achievement of international standards in education.
INTRODUCTION
The word comparative involves comparison of one thing or system with another.
Getao (1996) in his book defined comparative education as the study of educational systems in
which one seeks to understand the similarities and differences among educational systems.
According to Vernon Mallinson, comparative education means a systematic examination of
other cultures and other systems of education deriving from these cultures in order to discover
resemblances and differences and why variant solutions have been attempted to problems that
are common to all.
According to George Bereday, comparative education makes sense out of the similarities and
differences among educational systems. It catalogues educational methods across national
frontiers and in this catalogue each country appears as one variant of the total store of mankind’s
educational experiences.
Edmund J. King defines comparative education as a discipline, which systematizes our
observations and conclusions in relation to the shaping of the future. To him this world now is no
longer possible to find the solutions of any educational or social problem within that country and
thus we are to look for it from other countries, cultures and societies. Comparative education
serves this purpose to a considerable extent, at least in the world of education.
Scope of comparative education
Comparative Education maybe viewed from various perspectives thus making it necessary for us
to define its scope. The discipline can be seen from five perspectives:
1. Subject Matter - This covers the essential components in systems of education like the
aims, curriculum content, administration, financing and the structure, education and
training of teachers.
2. Geographical Unit - This includes intra-national, international, regional, continental and
global studies and analysis of educational systems.
3. Thematic Scope - This focuses on themes, topical issues or problems. The interest is to
compare them within one or more geographical units e.g. gender issues in education and
education in urban areas.
, 4. Ideological Scope - This focuses on comparison of educational systems on the basis of
differing political, social and economic principles and thoughts.
5. Historical scope - This deals with the study of events within systems of education from a
chronological or historical perspective. For instance comparing education since
independence with that of colonial period or education in Kenya compared with
education in Ghana in historical perspective.
The widely accepted aims of Comparative Education include but not limited to the following:
1. It should lead to greater understanding of the processes of education.
2. It should promote interests in and information about particular systems of education and
be able to explain why they are as they are.
3. It should facilitate practical reform and planned development of school systems.
4. It aims to promote the spirit of international understanding and cooperation among those
who study it.
5. To develop understanding on the different education systems in the world with the
purpose of improving local systems of education
6. To promote interest in and information about particular systems of education to facilitate
explanation of why systems are as they are
7. To facilitate practical reforms and planned development of institution within the
education system.
8. To promote the spirit of international understanding and co-operation among those who
study it.
9. For appreciate the need for selective borrowing and its relevant to improvement of
education systems at home.
10. To help the student to appreciate that problems faced in education at home are found
elsewhere.
11. To help to make general statement about how education develops and also tests how
universally applicable existing theories, in education are.
12. To get exposure to knowledge in other disciplines that also study human affairs to enable
us see a holistic picture of education.
13. To contribute to achievement of international standards in education.
