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COMPARATIVE EDUCATION - CONCEPT OF COMPARATIVE EDUCATION
Chapter · June 2016
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Prakash Srinivasan
Thiagarajar College of Preceptors,(Aided) Madurai
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COMPARATIVE EDUCATION
Editors
M
...
Marisamy
LAXMI BOOK PUBLICATION
Price: 500/-
COMPARATIVE EDUCATION
M
...
Marisamy
© 2016 by Laxmi Book Publication, Solapur
All rights reserved
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Any person who does any unauthorized act in relation to
this publication may be liable to criminal prosecution and civil claims for
damages
...
, is
entirely that of the author
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]
ISBN: 978-1-329-99798-1
Published by,
Lulu Publication
3101 Hillsborough St,
Raleigh, NC 27607,
United States
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Contact No
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isrj
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in
ACKNOWLEDGEMENT
My Book entitled “Comparative Education” does not complete unless I
express my gratitude to:
•
Dr
...
Prakash, Assistant Professor in Physical Science Education,
TVS Teacher Training Academy, Maduari, Tamil Nadu
•
Dr
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C
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Ed
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E
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College of
Education, Paradarami, Gudiyattam, Vellore, Tamil Nadu
•
Dr
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R
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I express my sincere thanks and gratitude towards one and all,
whose names I have not mentioned above
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- M
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Marisamy
ABOUT THE AUTHORS
M
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She has published
several Articles in National and in International
Journals
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She is an Associate Editor
for Research Tracks, an International Indexed &
Peer Reviewed Bi-Annually Journal in Education
(ISSN
2347-4637),
Co
Editor
for
Research
Demagogue, an International Refereed, Indexed
&
Peer
Reviewed
Bi-Annually
Journal
in
Education (ISSN 2350-1081)
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Marisamy is an Assistant Professor,
Vidhya Sagar Women’s College of Education
(B
...
), Chengalpattu, Tamil Nadu
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He has
published several papers in International &
National Journals
...
S
...
A
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Anandha Krishnaveni,
Principal, Arulmigu Kalasalingam
College of Education,
Krishnankoil,
Virudhunagar, Tamil Nadu
Dr
...
C
...
Ed
...
E
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College of
Education,
Paradarami,
Gudiyattam,
Vellore, Tamil Nadu
CONTENT
S
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TITLE
Page No
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S
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This may be done as a result of
man's desire to know the relationship existing between, or among
the things being compared
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The idea of comparison is not peculiar to the people in
the business of education alone
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The school pupils also make a
comparison of their teachers particularly when the teachers are not
with them
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Comparison can take place wherever we have two or more
things at the same time either for the purpose of having a better
understanding of the relationship existing between them or for the
purpose of having a better choice
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In other words, there are as many definitions as there
are many Educational Comparativists
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Page: 1
a
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b
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c
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d
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Comparative 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
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To Kandel (1957), Comparative Education is the comparison
of various philosophies of education based not only on theories but
the actual practices which prevail from this above definition, Kandel
is of the opinion that comparative education goes beyond the
comparison of education philosophies but also includes the
comparison of the real education practices
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In his own contribution to the concept of comparative
Education, Mallinson (1975) defines the subject as: 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
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From the definition given by Adejumobi, it is obvious that
the idea of comparing educational systems is not peculiar to
countries or societies alone but it can as well take place within a
country or society
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that scholars could engage in the comparison of educational
programmes, theories and practices even within one society
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Alabietal (1998) sees comparative education as; a way of
comparing and contrasting different educational systems at
national, infra-national as well as international levels
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In his own reaction to the concept of Comparative
education, Awolola (1986) defines the subject as the study of aims
and objectives of education, the curriculum methods of teaching,
teacher - student relationships, school calendar, mode of discipline,
design of school buildings, school administration among others
which may be at the international or national levels
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(b) Space or chance for actions or thought
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The scope of the subject also
connotes the various subjects or disciplines from where
Comparative education draws its information directly or indirectly
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As an interdisciplinary subject, its scope covers the
historical development of education right from the Roman as well as
the Greek civilization
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The discipline has its
scope extended to the purpose or purposes of education systems of
the countries being studied, an investigation into the similarities as
well as differences existing in the educational practices of the
countries under investigation
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Above explanation clearly shows that the
subject is not independent of other subjects; it is a discipline that
relates to other subjects for the accomplishment of its aims and
objectives
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The Need of Comparative Education
Comparative education like other disciplines being offered
in the education institutions is not a purposeless subject
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While giving the purpose of comparative education, Hans
(1992) concludes that:
Page: 4
The analytical study of these factors from historical
perspective and the comparison of attempted solution of resultant
problems are the main purpose of comparative education
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The purpose of Comparative Education was given by
Mallinson (1975) when he noted that: To become familiar with what
is being done in some countries
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Only in that way will they be properly fitted to study and understand
their own systems and plan intelligently for the future which given
the basic cultural changes that have taken place with such
astonishing throughout the nineteenth and twentieth century’s, is
going to be one where we are thrown into ever closer contact with
other peoples and other cultures
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In his own contribution to the purpose of comparative
education, Marc - Antoine Jullien de Paris (1817) cited in Hans
(1992) notes that: The purpose of Comparative Education is to
perfect national systems with modifications and changes which the
circumstances and local conditions would demand
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In the same vein, Kandel cited by Hans (1992) was of the
opinion that the primary purpose of comparative education is to
discover not only the differences existing in the Education systems
of two countries but also the factors that bring about such
differences in the educational system
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Important Reasons for Studying Comparative Education
a
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b
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c
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d
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e
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f
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To open one's eyes to the educational philosophies, theories
and practices of other countries
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To assist both the students and teachers of discipline in
gathering reliable information concerning educational system
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To assist in the Promotion of international relationship
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To contribute to the formulation of a country's educational
systems
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To describe educational systems, processes, or outcomes
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To assist in the development of educational institutions and
practices
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To highlight the relationships between education and society
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To establish generalized statements about education those are
valid in more than one country
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In fact, since its early days researchers in this field have
Page: 6
often eschewed such approaches, preferring rather to focus on
comparisons within a single country over time
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Uses of Comparative Education
1
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’ The foremost justification
for the studies in comparative education is intellectual
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More Understanding: By studying foreign educational systems
one would be able to understand one’s own system better
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More Comparative Readiness: The study of comparative
education helps to develop ‘Comparative Readiness’
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More Information: This study is taken up to have encyclopedic
information about educational system and related problems of
foreign countries
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More Borrowing: The study is taken up for a search for
institutional forms and practices for transplantation
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7
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8
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9
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10
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12
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Role of Area Studies and National Case Studies in Comparative
Education
The Systematic Area Studies Method Approach;
This method was developed and popularized by G
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F
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He
used the interdisciplinary approach to systematically survey and
analyzes education in different countries
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He argues that, since the study has to make sense out
of similarities and differences among different educational systems,
it is possible to seek assistance from other fields of study such as
History, Sociology and Philosophy
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According to Beredy, the
following steps are to be followed;
I
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III
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Description of aspects of Education - This involves identification
of the problem by clearly describing the problem from eye
witness accounts, observations or even reading
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Some of the
reasons could be historical, social, cultural or religious
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In this way similarities and differences
can be easily and clearly seen
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This helps in the formulation of
possible hypotheses
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Conclusions and generalization - This involves testing of the
hypotheses generated, drawing of valid conclusions and
recommendations while focusing on the causes of similarities
and differences
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His report (is believed) will be very comprehensive for his
readers to understand
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The problem
with this approach is that as a human being, the investigator may
not be totally objective in his report
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While all types of research involve pitfalls that
researchers have to overcome in order to ensure that their studies
produce reliable results, cross national research has its own unique
pitfalls
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This assumption
would allow us to avoid some challenges that may be encountered
when a cross-national comparative study is conducted by a single
researcher or a team that lack understanding of the cultures of the
countries being considered
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Lim and Firkola recommend the
existence of a multi-cultural research team in order to reduce the
amount of cultural bias in cross-national comparative research
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By adding this constraint to the scope of the discussion,
issues that need to be addressed can be classified into two main
categories
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The second category
represents challenges and issues related to all other parts of the
research process that include specifying the research objective,
selecting countries and selecting the analytical strategy
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Most researchers are familiar with
the techniques that lead to reliable data when they select and
design their research methods
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In this
section, six issues and challenges that may affect the reliability of
data for comparative research purposes are discussed
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Nonequivalence of key concepts: Researchers conducting-cross
national comparative research must ensure that their questions
have equivalent meaning among all respondents to guarantee that
the variations in the data they collected is not a result of the
respondents´ varied interpretations of the questions
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The
expectation here is that researchers would translate research
Page: 10
instruments to respondents´ native languages when respondents
are unfamiliar with other languages
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That would allow researchers to avoid the
translation cost by collecting data using their native languages
instead of those of the respondents
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Birbili insists on the importance
of considering the translation issues seriously as they have a direct
impact on the quality of cross-national comparative research [
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The quality of the translation process depends on the degree
to which the equivalence of key concepts is achieved
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In cases where the concept or the term cannot be
translated exactly, researchers should avoid any attempt to have
lexical equivalence and try to locate a term that meets the definition
of that concept
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Cross-national comparative research
has to maintain a high level of matching between respondents
among the nations considered by the study
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This
issue has to be considered especially when conducting studies that
rely on data being collected from different countries at different
time periods
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“What if a project involves ten countries beginning with
Page: 11
data collected in the USA in 1992 and ending with data collected
from Japan in 1997? Is it appropriate to include these data in a
research study when there is such a long time span between the
different countries? How much of a time lag is acceptable between
samples?” questions Milliman
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It is
possible that researchers find themselves dealing with inappropriate
data for comparative purposes simply because they utilized
different research instruments or processes for data collection
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Researchers conducting cross-national comparative research have
to realize that some methods of data collection may not work as
well or be as appropriate in certain countries
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Managing Cross-National Comparative Research
Knowledge in this field of study is based mostly on
observations, expert opinions and experiences, previous practices
and aggregate data
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Comparative research has the potential to
help us achieve this goal if researchers become able to control and
manage this type of research in a way that would allow the
possibility of applying the operational knowledge to the different
contextual conditions
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Jreisat argues that the ability to describe and establish patterns as
generalizations require an appropriate framework that is capable of
dealing with various research challenges
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References
Ismail Thamarasseri
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Comparative Education
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P
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Comparative Education
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Naseema, C
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K
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Comparative Education
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Shrivastava, S
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(2008)
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New Delhi:
Anmol Publications
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(2004)
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New Delhi: Discovery Publishing
House
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tandfonline
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ctg
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edu/publications/journals/iceg_2009
_crossnational/iceg_2009_crossnational
...
Page: 13
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