COMPARATIVE EDUCATION

*What can you say about the picture?

Why comparative
education?
 CONCEPT OF
COMPARATIVE
EDUCATION
Educational Comparativists
view:
• Comparative education is a study
of how the philosophy, objectives
, aims, policy and practices of
education in a particular country-
Adeyinka (1994)
• It is a field of study dealing with comparison of
current educational theory and practice in
different countries for the purpose of broadening
and deepening understanding of educational
problem beyond the boundaries of one’s own
country – good (1962)
• A critical study of educational similarities and
differences prevailing with the particular society
or culture or among various society or culture.
Adejumobi 1994
• Osokoya 1992, Comparative
education could be the
comparison of educational
theory and practice within a
society, state, region and
nation..
PURPOSE OF COMPARATIVE
EDUCATION
According to Harold j Noah and Max
Eckstein (1993)
• 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 educate the students and teachers
on the procedure through which
educational changes occur
• To serve as an academic discipline
• To assist in solving one’s educational
problems
• To open one’s eyes to the
educational philosophies, theories
and practices of other countries.
• To assist in the promotion of
international relationship.
• To contribute to the formulation of a
country’s educational systems
Phases in the development of
comparative education

A. Descriptive and borrowing

stage
B. Predictive stage
C. Scientific stage
 First phase
Comparative education at the barrowing
stage the education data collected would be
compared so as to make use of it for the best
educational practices of the country studied for
the purpose of transplanting it to other
countries. Marc-Anthony Jullien de Paris, 1817,
Mathew Arnold of England, tolstoy, k.D.
Aushinsky- Russia D. Domingo-Argentina, H.
Mann and H.Barbard- America.
 SECOND PHASE
• This could be regarded of stage of
prediction because the study of
comparative has gone beyond
borrowing stage
• At this stage the comparativists
studying the educational institutions
and practices of another country will
be in the position to predict what is
likely to be the success or failure of
adopting the educational practices of
the country studied by his own
country
THIRD PHASE

• This stage is regarded as scientific or analytical

period.
• At this stage, before transplanting the educational
practices of another country to one’s country, such
as educational practices have to be subjected to
critical analysis unlike the first stage when the
educational practices of the country visited can be
borrowed or the second stage when the implication
of transplanting the educational practices of another
country can be easily predicted.
To compare you find
weakness
to compare you find
greatness