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Comparative Education: As Viewed by Various Scholars
By
Tabassum Shairwani Khan
Introduction
Comparative education is a way of studying how education systems work in different
countries around the world. It is the field of study that explores the similarities and differences
within educational systems and practices across various regions. It compares but isn’t limited to;
teaching methods, curricula and school organization in various countries or regions. Scholars do
not reach a consensus on a singular, universally accepted definition of Comparative Education.
Nevertheless, they generally concur that it constitutes a multi-disciplinary domain that draws
upon insights from various branches of social sciences and humanities. Its aim is to foster a
comprehension of the educational frameworks existing in diverse regions or countries, as well as
to elucidate the factors contributing to both commonalities and distinctions within these systems.
The ensuing section attempts to look at the meaning of the term, ‘comparative education’ from
the perspective of different scholars.
Comparative Education as Viewed by Different Scholars
Bray and Thomas (1995) emphasize that through comparison, researchers can view the
entire world as a natural laboratory, observing how societal factors, educational policies, and
practices may exhibit diverse and unexpected interactions. In terms of the practical aspect,
comparative educators have investigated other societies to discern effective practices and
understand the underlying reasons for their success.
Arnove et al. (1992) asserts that at the core of this field lies a fundamental conviction that
education has the potential for enhancement and can be a catalyst for positive transformation in
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all nations. The authors additionally observe that comparative research has frequently aimed to
uncover how alterations in educational delivery, structure, and substance could play a role in
poverty reduction or dismantling disparities based on gender, class, and ethnicity. This belief in
the influential capacity of education systems aligns with three primary dimensions of the field.
The classification from Arnove (2013) categorizes the field of Comparative Education into three
key dimensions, each of which serves a distinct purpose:
1. Scientific/Theoretical Dimension: This dimension emphasizes the scholarly and theoretical
aspects of Comparative Education. Scholars within this dimension focus on the rigorous
examination and analysis of educational systems from a theoretical standpoint. They seek to
develop a deeper understanding of the underlying principles, concepts, and theories that govern
education in different regions or countries. This dimension is concerned with advancing
knowledge about education as an academic discipline and often contributes to the development
of educational theories and paradigms.
2. Pragmatic/Improvement-Oriented Dimension: In this dimension, the primary focus is on the
practical application of comparative research to enhance education systems. Researchers and
practitioners in this dimension are concerned with identifying tangible ways to improve
educational provision, curriculum, and educational outcomes. They may investigate policies,
strategies, and practices that can lead to positive changes in education, such as reducing poverty,
promoting equity, and addressing social inequalities.
3. Global/International Comprehension and Harmony Dimension: This dimension is oriented
towards fostering a broader perspective on education by examining its global and international
dimensions. Scholars and practitioners in this dimension explore how education can contribute
to global understanding, peace, and cooperation among nations. They may study issues related
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to international education, cross-cultural communication, and the role of education in promoting
cultural exchange and diplomacy on a global scale.
Arnove's classification recognizes that Comparative Education encompasses not only the
theoretical and practical dimensions but also acknowledges the field's potential to contribute to
global harmony and cooperation through education. These dimensions collectively provide a
comprehensive framework for approaching the study and practice of education in a comparative
context. As articulated by Giddens (1990) and Rizvi and Lingard (2009) the significance of
international comprehension has gained paramount importance within the sphere of comparative
education. This is particularly evident as the accelerating processes of globalization compel
individuals to acknowledge how socioeconomic influences, originating from regions once
perceived as distant and detached, now exert a tangible impact on their day-to-day existence.
It is crucial to note that the emphasis placed on these aspects not only differs from person
to person, but also varies significantly across national and regional boundaries, as well as within
distinct epistemic communities. This underscores the dynamic nature of international
understanding and its evolving role in shaping education policies and practices on a global scale.
As such, it becomes imperative for educational systems and stakeholders to adapt and respond
effectively to this shifting landscape, ensuring that learners are equipped with the requisite
knowledge and skills to thrive in an increasingly interconnected world.
According to Wilson (2003), comparative education can be characterized as a meeting
point of social sciences, education, and cross-national analysis. Its primary objective lies in
leveraging cross-national data to empirically evaluate hypotheses concerning the complex
relationship between education and society, as well as the dynamic relationship between teaching
methodologies and learning outcomes. Wilson astutely observes the enduring lineage of
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comparative and international education. Throughout recorded history, scholars and explorers
have documented facets of education in the various lands they visited, driven by the belief that
the educational structures and practices they encountered held valuable insights for potential
adoption and adaptation within their own homelands. This enduring tradition underscores the
constant search for knowledge exchange. The essential nature of comparative education is
dynamic and expands with the growth of knowledge.
Conclusion
In light of the above discussion it can be deducted that Comparative Education is a
scholarly discipline focused on scrutinizing and contrasting diverse educational systems,
policies, practices, and results across different countries or regions. Its primary objective is to
discern the commonalities, distinctions, merits, and drawbacks of these systems, ultimately
aiming to generate valuable insights that can guide educational policymaking, reform efforts, and
advancement. It encompasses several fundamental dimensions such as inter-nation and policy
analysis, historical evolution of educational systems of different countries, societal and cultural
settings in which education takes place, investigating learning outcomes, and policy adaptation
and adoption in the field of education. Comparative education stands as an invaluable instrument
for policymakers, educators, and researchers seeking a broader perspective on the strengths and
weaknesses of diverse education systems. By identifying effective practices and comprehending
the contextual factors that shape them, comparative education contributes to the ongoing
endeavors to enhance the quality and accessibility of education on a global scale.
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References
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education. Edited by Robert F. Arnove, Philip G. Altbach, and Gail P. Kelly, 1–10. Albany:
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Arnove, Robert F. 2013. Introduction: Reframing comparative education; The dialectic of the
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Bray, Mark, and R. Murray Thomas. 1995. Levels of comparison in educational studies:
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