The Scope of Comparative Education.pptx

The Scope of Comparative Education

1. Introduction of Comparative Education Presented By: Tanzela Bashir

2. Concept of Education E ducation is the transmission of knowledge and understanding of society from one generation to the next and also prepares young people for their future membership of the society in which they find themselves. Nyerere (1982) 1) Develops the dimensions and potensstial of the individual so as to prepare that individual to be successful in a specific society or culture from this perspective, education is serving primarily an individual development function. 2) The process by which society transmits to new members the values, beliefs, knowledge, and symbolic expressions to make communication possible within society. in this sense, education is serving a social and cultural function.

3. The Meaning of Comparative Education A deyinka (1994) gives the following definitions for the concept. A study of two or more education systems. A study of how the philosophy, objectives and aims, policy, and practice of education in other countries influence the general development, policy, and practice of education in a particular country. A study of how the development of education in the past, across the ages and continents, has influenced the development of education in particular countries. A study of the school systems of two or more countries, and of the administrative machinery set up to implement or to control the implementation of government policies at various levels of education systems.

4. Concept of Comparative Education C omparative education according to good (1962) is a field of study dealing with the comparison of current educational theory and practice in different countries for the purpose of broadening and deepening understanding of educational problems beyond the boundaries of one's own country. C omparative education goes beyond the comparison of education philosophies but also includes the comparison of real education practices. 

5. A systematic examination of other cultures and other systems of education deriving from those cultures in order to discover resemblances and differences, and why variant solutions have been attempted (and with what result) to problems that are often common to all. Mallinson (1975) and A dejumobi (1994) define the concept as a critical study of educational similarities and differences prevailing with a particular society or culture or among various societies and cultures .

6. The Scope of Comparative Education T here are five perspectives that clarify the scope of comparative education, these are: T he subject matter and content; this consists of important contents of the educational system such as structure, aim/goals, curriculum, policies, etc. G eographical units of study; encompasses intra, international, and national aspects and their impact on educational development. I deological scope; it’s a detailed comparison of different educational systems on the basis of social, economic, and political ideologies. For example communism, capitalism, free economy, or capitalist economy, etc.

7. T hematic scope; this scope focuses on educational themes of various systems and compares them to more than one geographical unit. Free education at the primary and secondary level, universal primary education, and education for all themes of UNESCO. T he historical or spatial scope; this deals with the study of the historical development of the discipline from the earliest (pre-historic) phase known as the period of travelers’ tales to the modern phase known as the period of social science perspectives.

8. The Purpose of Comparative Education H ans (1992) concludes that the analytical study of these factors from a historical perspective and the comparison of attempted solutions to resultant problems are the main purposes of comparative education. T o become familiar with what is being done in some countries and why it is done, is a necessary part of the training of all students on educational issues of the day. Mallinson (1975), The purpose of comparative education is to perfect national systems with modifications and changes that the circumstances and local conditions would demand.

9. Reasons for Studying Comparative Education T o assist in the understanding of one's educational institutions as well as educational practices. T o assist in the understanding of the factors that are responsible for various educational changes. To educate the students and teachers on the procedure through which educational changes occur. To contribute not only to the educational development of society but also to the general development of society. To serve as an academic discipline.

10. T o assist in solving one's educational problems T o open one's eyes to the educational philosophies, theories, and practices of other countries. T o assist both the students and teachers of discipline in gathering reliable information concerning the educational system. T o assist in the promotion of international relationships. To contribute to the formulation of a country's educational systems.