Comparative_Education_lecture_1_-1-.pptx

comparative education

1. By Dr.Alice Mwesigwa COMPARATIVE EDUCATION EDU 1206

2. Origin Comes from two words i.e Compare Education It was started by 19 th Century Administrators who desired change in their system.

3. Major Aim Learning new things but also preserving what is important in the traditional system. Selective cultural borrowing as needed.

4. Definition It is a system that compares education systems allover the world. A system that reveals all the components of a country’s education system, their purpose and task and the way in which they function and the principles on which all these are based. It therefore deals with challenges and issues of education which lead to improvements in the content, methods and organization of education programs

5. SCHOLARS DEFINITIONS Hans Nicholas Kandel Isaac King Edmond Mallison Vanon Micheal Sadler

6. Hans Nicholus ; believes that comparative education is a process that discovers the underlying principles which govern the development of all national systems of educ.

7. Kandel Isaac Comp . Educ is a comparison of various philosophies of educ based on the theories and the actual practices which prevail. To him, comp educ goes beyond the comparison of educ philosophies , but also to the comparison of real educ. practices.

8. King Edmond Views comp. educ. as a careful analysis of educational issues problems in two or more countries within a context of Historical, social, political, cultural, religious & other influential factors.

9. Mallinson Vanon considers comp. educ to be `systematic examination of other cultures & systems of educ. in order to discover the similarities & differences and the various solutions tt have been tried out & their possible results in different parts of the world.

10. Michael sadler T o him comp. educ. tries to uphold the school system & accounts for its efficiency & seeks to analyze & compare the forces that make the difference between national systems of educ.

11. Note All the definitions seem to emphasize the understanding of the foreign systems in the context of ones own system of education. Comp . education therefore analyses the educational facts with an aim of understanding how educational structures, policies & practices came to be what they are. This enables a country to make informed & meaningful educational decisions & reforms.

12. Question Compare and contrast different definitions of comparative education as advanced by different scholars? Analyze the common features that characterize the above definitions?

13. SCOPE & PURPOSE C overs the historical developments of education, purpose of educational systems, similarities & differences in educational practices of different countries. As a discipline comparative education relates to other subjects for the accomplishment of its aims & objectives.

14. PURPOSE OF COMPERATIVE EDUCATION Describe educational systems, process and outcomes Assist in the development of education systems Highlight the relationship between education and society Produce generalized statements about education which are valued in other countries.

15. VALUE OF COMP.EDUC Helps in understanding ones own education System , I nstitution & practices . Helps us carry out meaningful reforms Helps in identifying major challenges & issues in education. Enables us understand international attitudes & trends in education. Enables one understand factors which affect education in different environments.

16. CON’T It facilitates movement of ideas across cultural boundaries. Helps reduce un necessary copying of foreign systems. Assists in the promotion of international relationships. Helps students/teachers understand the procedures through which educational changes occur. Assists both students & teachers to collect reliable information concerning educational system.

17. QUESTION Examine the purpose of education in Uganda and clearly show how this is being achieved by the current education system in the country? With clear illustration, examine the statement that “comparative education deals with “what is and not “what it ought to be” ?