LECTURE NOTES: Barasa Samson Omachar, B.Ed (MU), M.Ed (MU), M.Ed (MMUST)(ong), Ph.D (MU)
COMPARATIVE EDUCATION
By
Barasa Samson Omachar, B.Ed (MU), M.Ed (MU), M.Ed (MMUST)(ong), Ph.D (MU)
Table of Contents
COMPARATIVE EDUCATION ................................................................................................................. 1
COMPARATIVE EDUCATION .......................................................................................................................... 1
DEVELOPMENT OF COMPARATIVE EDUCATION ........................................................................................... 5
INTERNATIONAL ORGANISATIONS, LEARNING INSTITUTIONS AND SOCIETIES IN THE DEVELOPMENT OF
COMPARATIVE EDUCATION ........................................................................................................................ 12
COMPARATIVE EDUCATION SOCIETIES....................................................................................................... 14
Contributions of Higher Learning Institutions ............................................................................................ 15
Methodology in Comparative Education.. .............................................................................................. 16
SYSTEMS OF EDUCATION: COMPARARTIVE STUDY .................................................................................... 21
Determinants of Systems of Education....................................................................................................... 21
COMPARATIVE SYSTEMS OF EDUCATION: Comparative analysis of country systems ............................. 23
GLOBALIZATION AND IMPLICATION FOR COMPARATIVE EDUCATION ...................................................... 40
COMPARATIVE EDUCATION
A. Comparative Education as a discipline.
General Theory
i) Definition, aims, scope and purpose.
ii) Development of comparative education:
a) From early classical times upto 1900.
b) From 1900 to the present time.
iii) Learning Institutions International Agencies and societies in the development of Comparative
Education.
iv) Methodology in Comparative Education.
a) Traditional Approaches.
, LECTURE NOTES: Barasa Samson Omachar, B.Ed (MU), M.Ed (MU), M.Ed (MMUST)(ong), Ph.D (MU)
b) Conventional Approaches.
B. Area Studies: Comparative Studies of Systems of Education
v) Determinants of systems of Education: - Factors/ Features which help to make systems of
education to be the way they are.
vi) Sample systems of education in Europe – Britain and France.
vii) Sample systems of education in America – USA and Cuba.
viii) Sample systems of education in Africa – Eastern, West and Southern Africa.
ix) Sample systems of Education in Australasia e.g. China and Japan.
C. Issues/ Problems in Education
x) Comparative studies of issues in Education.
xi) Determinants of issues/ problems in Education – Factors creating problems in Education. e.g.
Population Explosion.
xii) Levels of Education: A comparative perspective e.g.
a) Early Childhood Education
b) Primary Education
c) Secondary Education
d) Higher Education
xiii) Dependence and interdependence in Education: A comparative perspective. Extent to which
certain countries are dependent on others as far as Education is concerned.
xiv) Education and training of Teachers.
xv) Education and Urbanisation: A comparative perspective.
A. Comparative Education as a Discipline
Focus:
1. - Definition
- Scope
- Aims
- Purpose
2. Importance of comparative Education.
3. Contribution of Comparative Education to Teacher Education Programmes.
Comparative Education Defined
A simple and generally accepted definition of comparative education is not possible. There are in
fact many different understandings of Comparative Education.
i).Comparative education is concerned with establishment of similarities and differences
in education. It is an analytical survey of systems of education and issues in education across
borders with a view to making new discoveries of similarities and differences within these
systems and problems. This process involves:
- Analysing forces which account for the resemblance and differences between systems of
Education.
- Examining the different solutions that have been used to solve problems that seem common to
all.
- Finding reasons why systems of education are as they are.
- Also in this process an examination is made of the result of the different solutions to similar
problems.
The Scope of Comparative Education
a) What is it in Comparative Education that is compared?
, LECTURE NOTES: Barasa Samson Omachar, B.Ed (MU), M.Ed (MU), M.Ed (MMUST)(ong), Ph.D (MU)
We usually make comparisons in our daily lives when we observe, analyse, evaluate and classify
objects and phenomena on the basis of similarities and differences.
We also make comparisons when we differentiate, select, sort, and arrange objects or phenomena
on the same basis.
If we are going to make meaningful comparison we need a certain common basis for
comparison.(Criteria). Thus anything which is unique i.e. which has nothing in common with
anything else cannot be involved in a meaningful comparison with others. This is because of its
very uniqueness. On the other hand when the similarity between the objects is so great that these
objects are identical, comparison becomes pointless. Thus neither the unique nor the identical
can be involved in any meaningful comparison; for comparison we need similarity and
diversity.
b) Systems of Education and Comparative Education.
Systems of Education can be compared because they have certain similarities and differences.
Similarities
1. They have generally accepted principles e.g. – Structural principles e.g. Levels of Education: -
Early Childhood Education
- Primary Education Universally accepted levels of education
- Secondary Education but internal differences exist in different countries.
- Higher Education
2. Method of teaching e.g. Lecture method, Child-centred method, Resource-centred method.
Differences
There are also differences in the systems of Education. These are brought about by the influence
of national character/ factors/ features e.g. geographical, historical, political factors. Such
influences shape the general structure into individual systems of education, and so we have the
Kenyan system of education, the Zambian, the British system of education e.t.c.
Systems of education are stamped/influenced by the national characteristics.
c) Issues in Education and Comparative Education
Issues in Education can be compared because some of them have certain similarities and
differences. These similarities and differences are brought about by the national contexts in
which the issues occur.
Aims of Comparative Education
Scholars of Comparative Education at times differ in terms of the emphasis they give to each of
the aims of Comparative Education. However the following are widely accepted:
1. It should lead to greater understanding of processes of education.
2. It should promote interest in and information about particular systems of education and be able
to explain why they are as they are.
3. It should facilitate practical reforms and planned development of institutions within systems of
education – i.e. schools.
4. Comparative education should promote the spirit of international understanding and
cooperation among those who study it.
We may consider these aims from specific aspects:
i) As means of reform
We may study Comparative Education with the aim of using it as a means of reform in our
country. In this respect we study systems of education in other countries with the aim of
improving our own. We do this by selectively borrowing relevant aspects from other systems of
education. In our attempt to help in the formulation of policies of reform we study what is going
, LECTURE NOTES: Barasa Samson Omachar, B.Ed (MU), M.Ed (MU), M.Ed (MMUST)(ong), Ph.D (MU)
on in other countries in the hope that we can learn from the experience of other educationists. In
the process of doing so, we must preserve what is best in our traditional systems e.g. methods of
reform and classroom discipline.
ii) Growth of realistic educational theories
We may study Comparative Education with the aim of facilitating the growth of realistic
educational theories. Thus practices in institutions within systems of education would be based
on sound theories, which have been tested. This would give reformers and planners predictive
(powers) advantage.
iii) Collection of information
We may study Comparative Education with the aim of collecting information on other systems
of Education. In this respect national and international agencies (UNESCO) have been
established in many countries with the aim of gathering this information for comparative and
problem solving purposes.
iv) Interpretation of Similarities and Differences
We may study comparative Education not only to know about other systems of education but to
interpret similarities and differences in them. We may use the historians aims which look for
causes of differences in educational theory and practice in different Spatial-Temporal terms.
Purpose of Comparative Education
Scholars of Comparative Education at times differ in terms of the emphasis they give to the
aspects in the purpose of Comparative Education. However the following aspects are generally
accepted.
i) Comparative Education tries to give us reasons for similarities and differences in systems of
education. If well carried out the similarities and differences become good lessons from which
we can learn.
ii) Helps us to appreciate that the problems we face in Education are also found elsewhere in
other countries and that other countries have tried to solve them in various ways; i.e. There are
issues arising in education e.g. inequalities, unemployment, minorities in education systems.
iii) We study Comparative Education because we are curious:
- We want to know more about other systems of education.
- Knowledge for its own sake is the ground upon which Comparative Education needs to make as
an academic discipline. Therefore justification lies in the existence of systems of education
around the world and our curiosity and desire for knowledge about them.
iv) Comparative Education helps us to examine educational issues or problems from a broad
rather than a narrow and local outlook. “Think globally and act locally.” Solve problems with a
cosmopolitan outlook. It helps us clear of parochialism when handling important educational
issues.
NOTE:
Comparative Education enables us to find out whether educational projects being
introduced into our country will have similar or different results to those other countries where
they have been in operation. The lessons on similarities and differences, the success or failures of
these projects in other countries can help us a lot when we try to implement them e.g. The use of
child centered methodologies in our schools will take a different meaning and approach if we
first observed what other countries have done, particularly the American Progressive Schools,
French Experimental Schools e.t.c.
COMPARATIVE EDUCATION
By
Barasa Samson Omachar, B.Ed (MU), M.Ed (MU), M.Ed (MMUST)(ong), Ph.D (MU)
Table of Contents
COMPARATIVE EDUCATION ................................................................................................................. 1
COMPARATIVE EDUCATION .......................................................................................................................... 1
DEVELOPMENT OF COMPARATIVE EDUCATION ........................................................................................... 5
INTERNATIONAL ORGANISATIONS, LEARNING INSTITUTIONS AND SOCIETIES IN THE DEVELOPMENT OF
COMPARATIVE EDUCATION ........................................................................................................................ 12
COMPARATIVE EDUCATION SOCIETIES....................................................................................................... 14
Contributions of Higher Learning Institutions ............................................................................................ 15
Methodology in Comparative Education.. .............................................................................................. 16
SYSTEMS OF EDUCATION: COMPARARTIVE STUDY .................................................................................... 21
Determinants of Systems of Education....................................................................................................... 21
COMPARATIVE SYSTEMS OF EDUCATION: Comparative analysis of country systems ............................. 23
GLOBALIZATION AND IMPLICATION FOR COMPARATIVE EDUCATION ...................................................... 40
COMPARATIVE EDUCATION
A. Comparative Education as a discipline.
General Theory
i) Definition, aims, scope and purpose.
ii) Development of comparative education:
a) From early classical times upto 1900.
b) From 1900 to the present time.
iii) Learning Institutions International Agencies and societies in the development of Comparative
Education.
iv) Methodology in Comparative Education.
a) Traditional Approaches.
, LECTURE NOTES: Barasa Samson Omachar, B.Ed (MU), M.Ed (MU), M.Ed (MMUST)(ong), Ph.D (MU)
b) Conventional Approaches.
B. Area Studies: Comparative Studies of Systems of Education
v) Determinants of systems of Education: - Factors/ Features which help to make systems of
education to be the way they are.
vi) Sample systems of education in Europe – Britain and France.
vii) Sample systems of education in America – USA and Cuba.
viii) Sample systems of education in Africa – Eastern, West and Southern Africa.
ix) Sample systems of Education in Australasia e.g. China and Japan.
C. Issues/ Problems in Education
x) Comparative studies of issues in Education.
xi) Determinants of issues/ problems in Education – Factors creating problems in Education. e.g.
Population Explosion.
xii) Levels of Education: A comparative perspective e.g.
a) Early Childhood Education
b) Primary Education
c) Secondary Education
d) Higher Education
xiii) Dependence and interdependence in Education: A comparative perspective. Extent to which
certain countries are dependent on others as far as Education is concerned.
xiv) Education and training of Teachers.
xv) Education and Urbanisation: A comparative perspective.
A. Comparative Education as a Discipline
Focus:
1. - Definition
- Scope
- Aims
- Purpose
2. Importance of comparative Education.
3. Contribution of Comparative Education to Teacher Education Programmes.
Comparative Education Defined
A simple and generally accepted definition of comparative education is not possible. There are in
fact many different understandings of Comparative Education.
i).Comparative education is concerned with establishment of similarities and differences
in education. It is an analytical survey of systems of education and issues in education across
borders with a view to making new discoveries of similarities and differences within these
systems and problems. This process involves:
- Analysing forces which account for the resemblance and differences between systems of
Education.
- Examining the different solutions that have been used to solve problems that seem common to
all.
- Finding reasons why systems of education are as they are.
- Also in this process an examination is made of the result of the different solutions to similar
problems.
The Scope of Comparative Education
a) What is it in Comparative Education that is compared?
, LECTURE NOTES: Barasa Samson Omachar, B.Ed (MU), M.Ed (MU), M.Ed (MMUST)(ong), Ph.D (MU)
We usually make comparisons in our daily lives when we observe, analyse, evaluate and classify
objects and phenomena on the basis of similarities and differences.
We also make comparisons when we differentiate, select, sort, and arrange objects or phenomena
on the same basis.
If we are going to make meaningful comparison we need a certain common basis for
comparison.(Criteria). Thus anything which is unique i.e. which has nothing in common with
anything else cannot be involved in a meaningful comparison with others. This is because of its
very uniqueness. On the other hand when the similarity between the objects is so great that these
objects are identical, comparison becomes pointless. Thus neither the unique nor the identical
can be involved in any meaningful comparison; for comparison we need similarity and
diversity.
b) Systems of Education and Comparative Education.
Systems of Education can be compared because they have certain similarities and differences.
Similarities
1. They have generally accepted principles e.g. – Structural principles e.g. Levels of Education: -
Early Childhood Education
- Primary Education Universally accepted levels of education
- Secondary Education but internal differences exist in different countries.
- Higher Education
2. Method of teaching e.g. Lecture method, Child-centred method, Resource-centred method.
Differences
There are also differences in the systems of Education. These are brought about by the influence
of national character/ factors/ features e.g. geographical, historical, political factors. Such
influences shape the general structure into individual systems of education, and so we have the
Kenyan system of education, the Zambian, the British system of education e.t.c.
Systems of education are stamped/influenced by the national characteristics.
c) Issues in Education and Comparative Education
Issues in Education can be compared because some of them have certain similarities and
differences. These similarities and differences are brought about by the national contexts in
which the issues occur.
Aims of Comparative Education
Scholars of Comparative Education at times differ in terms of the emphasis they give to each of
the aims of Comparative Education. However the following are widely accepted:
1. It should lead to greater understanding of processes of education.
2. It should promote interest in and information about particular systems of education and be able
to explain why they are as they are.
3. It should facilitate practical reforms and planned development of institutions within systems of
education – i.e. schools.
4. Comparative education should promote the spirit of international understanding and
cooperation among those who study it.
We may consider these aims from specific aspects:
i) As means of reform
We may study Comparative Education with the aim of using it as a means of reform in our
country. In this respect we study systems of education in other countries with the aim of
improving our own. We do this by selectively borrowing relevant aspects from other systems of
education. In our attempt to help in the formulation of policies of reform we study what is going
, LECTURE NOTES: Barasa Samson Omachar, B.Ed (MU), M.Ed (MU), M.Ed (MMUST)(ong), Ph.D (MU)
on in other countries in the hope that we can learn from the experience of other educationists. In
the process of doing so, we must preserve what is best in our traditional systems e.g. methods of
reform and classroom discipline.
ii) Growth of realistic educational theories
We may study Comparative Education with the aim of facilitating the growth of realistic
educational theories. Thus practices in institutions within systems of education would be based
on sound theories, which have been tested. This would give reformers and planners predictive
(powers) advantage.
iii) Collection of information
We may study Comparative Education with the aim of collecting information on other systems
of Education. In this respect national and international agencies (UNESCO) have been
established in many countries with the aim of gathering this information for comparative and
problem solving purposes.
iv) Interpretation of Similarities and Differences
We may study comparative Education not only to know about other systems of education but to
interpret similarities and differences in them. We may use the historians aims which look for
causes of differences in educational theory and practice in different Spatial-Temporal terms.
Purpose of Comparative Education
Scholars of Comparative Education at times differ in terms of the emphasis they give to the
aspects in the purpose of Comparative Education. However the following aspects are generally
accepted.
i) Comparative Education tries to give us reasons for similarities and differences in systems of
education. If well carried out the similarities and differences become good lessons from which
we can learn.
ii) Helps us to appreciate that the problems we face in Education are also found elsewhere in
other countries and that other countries have tried to solve them in various ways; i.e. There are
issues arising in education e.g. inequalities, unemployment, minorities in education systems.
iii) We study Comparative Education because we are curious:
- We want to know more about other systems of education.
- Knowledge for its own sake is the ground upon which Comparative Education needs to make as
an academic discipline. Therefore justification lies in the existence of systems of education
around the world and our curiosity and desire for knowledge about them.
iv) Comparative Education helps us to examine educational issues or problems from a broad
rather than a narrow and local outlook. “Think globally and act locally.” Solve problems with a
cosmopolitan outlook. It helps us clear of parochialism when handling important educational
issues.
NOTE:
Comparative Education enables us to find out whether educational projects being
introduced into our country will have similar or different results to those other countries where
they have been in operation. The lessons on similarities and differences, the success or failures of
these projects in other countries can help us a lot when we try to implement them e.g. The use of
child centered methodologies in our schools will take a different meaning and approach if we
first observed what other countries have done, particularly the American Progressive Schools,
French Experimental Schools e.t.c.
