1. What is Comparative Education?
Comparative education has been defined in different ways by various authors but what is
largely common in the definitions is the emphasis on the use of information from another
educational system. In order for the people to improve their life they would always compare
different things thus comparison has been an important aspect in people’s lives. In political
settings, leaders have been inspired to produce equal or more power and authority in
comparison to their neighbours, such comparisons in the education fraternities is used by
reformers and educators to compare the education system in their country with that found in
other countries in order to improve their own. In line with this thinking, Comparative education
is a fully established academic field of study that examines education in one country or in a
group of countries by using information and understandings gained from the practices and
situation in another country or countries. ( Manzon, 2011)
As cited by Mbozi (2014) Noah and Eckstein (1969) defined comparative education by stating
that “Comparative Education is potentially more than a collection of data and perspectives from
social science applied to education in different countries. Neither the topic of education nor the
cross-national dimension is central to any of the social sciences, nor are the social science
concerns and the cross national dimension central to the works of educators. The field of
comparative education is best defined as an intersection of the social sciences, education and
cross-national study.”
Phillips and Schweisfurth (2014), have argued that comparative education is a ‘quasi
discipline’. They believe that Comparative Education cover a huge range of topics which
demand expertise in many areas of academic inquiry. What brings them together in an
identifiably coherent way is the common attempt at comparison, and comparison is a method
used by various disciplines rather than an activity which can conceivably be described as a
discipline in itself. This was also supported by Getao (1996) as cited by Marshall (2014) who
defined Comparative Education as a discipline, the study of educational systems in which one
seeks to understand the similarities and differences among educational systems.
2. Background of Comparative Education
Many researchers debate of the significance in understanding the historical background and the
development of comparative education in order to know just how far the field has come from
its initial origins. Systematic comparison is common in many fields of academic inquiry. The
quotation from Marc-Antoine Jullien above, dating from 1816–17, follows on from a statement
to the effect that researchers in comparative anatomy had advanced the study of anatomy and
academic domains like comparative religion, or comparative literature, or comparative politics
and government, are firmly established as legitimate and illuminating areas of serious research.
As described by Manzon. M. (2011) Noah and Eckstein (1969) Comparative Education begins
from the nineteenth century. This phase coincides with the rise of national education systems
in Europe. During the 1800s countries such as France, Germany and Great Britain were
establishing national systems of schooling which eventually became free and universal by the
end of the century. Many policy makers had great interest in the organisation and practice of
education in other countries in order to help them devise their own (Noah and Eckstein, 1969).
However, critics such as Epstein (2008, p. 374) cited by Marshall. J. (2014) argue that the
widespread view that comparative education ‘evolved mainly in Darwinianstyle stages of
development’ is misunderstood. Others believe that separating out the history of the field into
phases is over-simplistic and that they ‘are not necessarily linear or consistent across time,
cultures or individuals’. Brickman, another key figure in the field, asks us to challenge the role
of Marc Antoine Jullien as the ‘father’ of comparative education and asserts that there were,
perhaps, others before him who used analytical approaches in their comparative studies.
In the twentieth century, the Second World War had a tremendous influence on the field of
comparative and international education many international organisations which undertake
comparative research in education, such as the United Nations Educational, Scientific and
Cultural Organisation (UNESCO) and the World Bank, were created to help rebuild a world
shattered by war (Marshall, 2017).
3. Purpose of Comparative Education
There are various reasons why Comparative Education has a significant importance to teachers
and reformers of education in any country of the world. The most basic usefulness of
comparative education is to outline education systems or learning communities, within their
own social context. This means that teachers are able to learn about their own education system
and that of others. Teachers are able to advance their knowledge of education in general in
order to satisfy the demand for knowledge which is part of human nature. “Knowledge for its
own sake is the sole ground upon which comparative education needs to make a stand in order
to merit inclusion among other academic fields” (Bereday, 1964, p. 5). Having said this, the
study of comparative Education create broad information about education which are valid in
more than one country which is helpful to teachers. (Mbozi, 2014)
Furthermore, Comparative education serves the purpose of assessing education systems of a
county’s own education system with that of other countries. In the current age of competitive
globalised world the assessment of one’s own country’s education system receives even bigger
importance, hence the creation of studies such as the PISA (International Programme for the
Assessment of Student Achievement) and IEA (International Educational Assessment) studies,
and the international ranking of the universities. The collective assessment than entails how
well the education systems of the world rise up to the challenges of the twenty first century
world as well as an estimation of the limits and possibilities of the societal effects of education.
Many counties face with numerous problems that are related with over-population, diseases,
economic crises, industrialization and social problems can be tackled through planning.
Comparative education helps in the planning process. This involves the careful formulation of
objectives, establishment of priorities and the identification of the resources to achieve those
objectives. Since an educational policy affects millions of people, rational decisions need to be
made so that the policy can achieve the desired results. Comparative education is also pursued
to design a new education system, to plan education, and to reform education systems (Steyn
and Wolhuter 2010). For example Namibia could benefit from the experience of other countries
that once had faced the same problem, could reveal possible contributory causes and could also
suggest possible solutions to the problem.
Recently there have appeared a number of publications stating the significance of Comparative
Education in assisting the teachers to improve their teaching methods. Comparative Education
can assess certain teaching methods in particular matters. It is for that reason that comparative
education can gather a deeper understanding of educational problems and their solutions. Most
countries of the world have more less the same problems in their concerning education.
Therefore, it is possible for them to learn lessons from each other on how they resolved a
particular problem. These can be looked at comparing when Kenya was implementing primary
education, Nigeria could have provided some of the clues of the problems which were to be
expected by Kenya and the solutions to them because they have done it before (Bickmore etal.
2017)
4. Advantages of Comparative Education and Disadvantages of Comparative Education
Comparative education is used to obtain solutions to problems that are troubling us. For
instance, the question of what to do with girls that fall pregnant while in school can draw on
the actions that are taken in countries such as Zambia and Namibia where the Re-entry Policy
was formulated and is being implemented to enable such girls to go back to school whenever
they are ready. Comparative education in this case is used to borrow successful forms of
education, ideas and activities from other countries or regions to be adopted to own education
system (Mbozi, 2017)
Another advantage of Comparative education is, though studying several cases of educational
systems can enable educational planning both at national level as well as in the classroom.
facilitate educational assessment or evaluation. Comparative education enhances evaluation of
educational outcomes by showing us how we are performing in a particular area of education
compared to other countries and this evaluation ideally should go beyond performance in
national examinations. Noah (1984) points out that comparative education facilitates the
establishment of comparative standards. Descriptive studies provided by the country studies
provide an opportunity to estimate a country’s standing in relation to other countries on
dimensions of education that are selected for analysis.
Language barrier is one of the disadvantages that challenges Comparative education because
every country in the world has its own culture and language and there is always a need for fresh
studies as one moves from one cultural language group to another. In order for one to have a
very good understanding of the issue of study, it will require them to engage a thorough
examination of the terminology to be used in the study. Because of this barrier Comparative
studies become challenging. (Arnove .etl, 2013).
Education is often said to be dynamic because of the limitations that influence it. For example,
it is impossible to find two different communities or societies or even countries which are at
the same stage of development. The difference in stages of development of various countries
of the world makes it almost impossible to compare two different systems of education. . In the
so called first world or developed countries, new knowledge that is discovered is disseminated
easily and quickly because of the development in technology. While in the so called third world
or the developing countries they tend to give time to embracing new knowledge. Education
does not mean the same thing to everyone. As cited by Christopher (2012), Grant (2000, p.
310) points out, ‘it may have quite different aims, operate under different conditions, and be
assessed by different criteria. Different counties may have different opinions to the outcome of
Comparative Education.
Comparative studies by and large require substantial amounts of money and more real time. In
conducting comparative studies, one requires relevant equipment, traveling, and assembling
data from foreign sources. Obtaining the relevant equipment as well as traveling costs to collect
reliable first hand data often prove to be enormous. This is why most comparative studies are
done either through correspondence or through documentary analysis.
As noted earlier various scholars define comparative education differently depending on their
orientation. One big challenge among the scholars in relation to defining comparative education
has been whether it should be defined by its content or method. Indeed to date scholars are still
divided on whether comparative education is a field of study or just a method of researching
on educational issues (Phillips and Schiwesfurth, 2014)
5. “Studying Comparative Education is a mere waste of time”
I disagree with the statement that says “Studying Comparative Education is a mere waste of
time” because an understanding of comparative education is valuable for teachers, as they are
both consumers and subjects of such research. Comparative studies can inform them how their
students and schools are progressing, the qualities of various educational possibilities and
resources, how a new curriculum differs from a previous on, how their lessons can be
constructed so that new learning can be developed, and so on.
Comparison is also used for measuring student achievement, performance appraisals of
teachers, inspections, fulfilling administrative tasks, and marketing schools to mention but a
few important applications of comparative education. This entry offers a picture of how
comparative education can be integrated into a teacher education program. It suggests ways in
which comparative education can be positioned within the curriculum, possible content, and
some of the tools that could equip teachers to become critical consumers and subjects of
comparative education (McGrath, 2010)
I further trust that comparative education leads to a greater understanding of the processes of
education. In fact, Crossley and Watson (2003, p. 66) as cited by Mbozi (2017) believe that the
use of comparative method, for the advancement of theoretical understanding and theory
building. However, most teachers do not perceive themselves as users of comparative
education because they associate comparative education with policy making and curriculum
development. . Teachers are able to learn about their own education system and that of others.
Teachers are able to advance their knowledge of education in general in order to satisfy the
demand for knowledge which is part of human nature.
Finally I agree that studying other systems of education we get to develop a better perspective
of our own education system. We study comparative education to discover which reforms are
desirable and possible and how best to implement them, and also what successes to borrow and
what failures to avoid. In order to achieve international standards in education, comparative
education makes us aware of the international trends in education and guides countries on how
to give their people or citizens a universally conscious and relevant education that fits in the
global village today.
References
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Christopher P. B, Mary B. M., &Nancy F. (2017). The Wiley Handbook of Early Childhood
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