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Getao (1996) defined Comparative Education:

 As a discipline, the study of educational systems


in which one seeks to understand the similarities
and differences among educational systems.

 Merely focus on similarities and differences


 Noah and Eckstein (1969) defined comparative
education as follows:

 Comparative Education is potentially more than a


collection of data and perspectives from social
science applied to education in different countries.

 The field of comparative education is best


defined as an intersection of the social
sciences, education and cross national study.
Sodhi (2006) stated:

 Comparative Education as focusing on various education


systems.

Isaac Kandel (1881-1965) :

 Comparative education should not emphasize only


educational set up, organization, administration,
methods, curriculum and teaching but also the causes
behind educational problems of different countries and
attempted solutions in the light of their social, political,
cultural and national ideologies.
 The history of comparative education can be traced
from the earliest times of human history.

 Comparison has been remained an important


aspect throughout history to improve the situation.

 In education circles reformers and educationists


have been comparing their system with that found
in other countries in order to improve their own.
 Macro- Antoine Jullien Paris started study of
comparative education in 1817 A.D.

 According to him analysis of differences and


commonalties of various education systems is
very important.

 Focus was on components of education


system rather than; social, political, economic
and religious foundations.
 It was studied that whether foreign education
system is according to native socio-economic
situation.

 Mr. Michael Sadler of U. K. is known as father


of second phase of comparative education.

 His essay published in 1907 which discussed


the relationship between social background
and educational system.
 Third phase of comparative education started
in 1950.

 Also called period of analysis by Bereday,


George, Z.F.

 Analytical studies have been conducted to


compare the education system of various
countries.
 Comparative education is a fully established
academic field of study that examines education in
one country (or group of countries) by using data
and insights drawn from the practices and
situation in another country, or countries.

 Programs and courses in comparative education


are offered in many universities throughout the
world, and relevant studies are regularly published
in scholarly journals.
 Nicholas Hans presented three factors which
effect educational development:

 Natural factors
 Religious factors
 Secular factors
 According to Harold J Noah and Max Eckstein
(1993), Comparative Education has four purposes:

 To describe educational systems, processes, or


outcomes.

 To assist in the development of educational


institutions and practices.
 To highlight the relationships between education
and society.

 To establish generalized statements about


education those are valid in more than one
country.

 Comparative education serves the purpose of


evaluating education systems as well:
 Such as the :

 PISA (International Programme for the


Assessment of Student Achievement)

 IEA (International Educational Assessment)


 International ranking of the universities.
 The universal evaluation entails how well the
education systems of the world rise up to the
challenges.
 The statistical/ Quantitative Method

 Emphasized the collection, interpretation,


verification and comparison of data.

 Main purpose is getting useful information or


lessons from foreign countries.
 Collected data include:

 Number of students at a certain stage of


education, expenditure on them, the
percentage of passes and failures at various
stages of education, expenses on teachers'
salaries, school building and other items are
all collected and the same compared with
identical data of another country.
 Unreliability of statistical data

 Imprecision of certain non-standardized term


in different contexts.

 Data interpretation without due regard to


social influences and values

 Verification of data in international studies is


not always possible
 Main purpose then in comparative education
was to incorporate the good points of another
country to education system of own country.

 A detailed description of educational affairs of


another country.

 Emphasized the point that study all those national


factors, which influence the education system
 This study focuses on the modern educational problems.

 Reveals the basis on which the modern education system


is based.

 Helps in eliminating undesirable elements in the system


for improvement.

 Geographical, social, racial, political, religious and


linguistic factors are being studied.
 Generally three procedure are being used in
this method:
 Study each national system separately in its historical
context, taking note of differences in terminologies and
methods of collecting and classifying data.

 Analyze the forces, and factors responsible for the noted


differences.

 Adopt only those ideas and practices that best for


country and native conditions.
 The data on which we base one study may not be
reliable .

 Manipulation / concealing of facts by the historian


on the basis of own will.

 The past is unduly emphasized. Consequently the


study of comparative education can be said to be
unbalanced.
 brings together the relationship that exists between
the educational system of a country and its social,
political and economic conditions.

 Follows the four main aspects of analysis:

Collect Educational Data


 All educational information is gathered through
descriptive and statistical methods
Interpretation of related data
 IN order to understand similarities and differences
among education systems data interpretation has
been done.
 Determining standard for comparison
 A certain standard has been defined to compare the
education system fairly.
 The analytical method often formulates these
standards.
Interpretation and conclusion
 on the basis of comparison of the various
educational systems conclusions have been drawn.
Limitations
 This method does not pay adequate attention to the
totality of the educational systems.

 Focus on differences and ignoring similarities


 In this method the problems of education are
considered and studied on an international frame.

 This is evidenced by the fact that, when we study the


problems of education in various countries, we find
some universal truths in their inherent differences
the main reason being that, there is much similarities
in the needs and aspirations of the people of the
globe.
 The United Nations organization, like UNESCO
(United Nations Educational, Scientific and Cultural
Organization) has contributed much towards the
consciousness of this similarity.

 The method of synthesis has not been fully


developed, therefore, comparative educationists
need to develop it further.
 Scientific method emerged in the current phase of
the development of comparative education.
 Its time frame dates, back from 1960s.

During this period intense methodological debate


started:

 The feasibility of relying on a particular method as


opposed to a multi-dimensional approach.
 The feasibility of the nation as the dominant
research framework as opposed to intra-national,
regional, continental and world systems analyses.
 The over reliance on quantitative (statistical) as
opposed to qualitative and descriptive research.
 The range of research concerns that have
traditionally dominated studies in comparative
education.
 Scholars have engaged in developing new
approaches to comparative education study, while
bearing in mind the dynamic nature of the discipline.

 Some scholars have demanded and attempted to


develop a science of comparative education to
maintain its distinctive position .
 This method was developed and popularized by G.Z.F.
Beredy in his book "Comparative Method in Education
"(1964).
 According to Beredy, the following steps are involved in
this method:
 Description of aspects of Education
 Interpretation and explanation using the interdisciplinary
approach
 Classification of data
 Comparison
 Generalization
 Developed and popularized by Brian Holmes in (1964) in
his look entitled "Problems in Education: A comparative
Approach".
 The stages involved are:
 i) Problem Identification
 ii) Problem Analysis
 iii) Proposed problem solutions
 iv) Specification of the context

 v) Comparison and conclusion


 This method was developed and population by
Harold Noah and Marc Eckstein in 1960, when they
wrote a book entitled "Toward, a Science of
Comparative Education.
 Following procedure involves in this method:

 i) Problem identification and review of literature


 ii) Definitions of central concepts, terms and
indicators
 iii) Selection/sampling of units of study or cases to be studied

 iv) Data collection


 v) Data Analysis and manipulation


 vi) Interpretation of data -finding & results


 vii) Drawing of conclusions and recommendations

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