Scope Comparative Education Review investigates education throughout the world and the social, economic, and political forces that shape it. Founded in to advance knowledge and teaching in comparative education studies, the Review has since established itself as the most reliable source for the analysis of the place of education in countries other than the United States The Comparative Education Review is the flagship journal of CIES. It investigates education throughout the world in the context of the social, economic, and political forces that shape educational practice and policy. The journal was founded in to advance knowledge and teaching in comparative education studies Our Comparative Education Service (CES) can provide you with an Educational Credential Assessment (ECA) that indicates how your international credentials compare to those offered in Canada. COVID is impacting our service times, please read more on our CES COVID page
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BAYELSA STATE e-mail: paulleyfg mail. ng Introduction Every society of the world is unique in its own way. The uniqueness of world societies can be gleaned from the ways and manners they do their things and these have gone a long way to give these different societies some unique characteristics and features with which they are known, recognised and identified.
It can further be said that the known or identified characteristics of different societies of the world have made them distinct in their survival, progress made and patterns of sustainability. In short, the progress made and developments attained are different across societies, regions, nations or continents. In view of the above, resources play significant roles in the characteristics of societies and these resources are variedly and unevenly distributed from place to place, that is, no country or place is given or endowed with everything needed for its progress, comparative education review, development or survival.
Establishing cooperation or maintaining interrelationship among nations or societies can be political, economic, diplomatic, religious, technological transfer and educational. Basically, comparative education review, the cooperating societies or nations stand to benefit from one another. Importantly, educational development of the world is different and unique from one society to the others. The extent of educational development in Britain is different from the USA s, and the Nigeria s from that of Ghana etc.
The differences in the theories and practices comparative education review education systems of countries of the world have made different countries unique and different comparative education review the progress and development of education.
From the foregoing, no nation or society can wholly or independently survive or sustain its system of education comparative education review the necessary reforms or innovation to meet the challenges and the dynamism of an ever changing situation in the world of knowledge.
For any nation or society to embark on innovations or reforms for her educational development, studying the theories and practices of education systems of other cultures remains a necessity and only a course such as Comparative Education is a means to get things done.
Studying other cultures or societies patterns, characteristics and structures theories and practice of education in a way that the similarities and differences are brought to bear, for juxtaposition are analysis and expounding the comparative values. This is comparative education, which in other words, means comparing the systems of education of different comparative education review, societies or countries in the light of various influencing factors.
Ultimately, the best suited choices from among the different manifestations of the systems in world societies are made from comparison of systems. In the training of teachers and in the practice of teaching as a profession, having the knowledge, and understanding the similarities and differences that exist in the theories and practices of education systems in different cultures, societies, nations or countries are necessary to equip educators with the skills of addressing educational problems or improving the quality of education of their own location or home country.
It will also help others to solve their educational problems or improve on the quality, using insights and relying on data obtainable from different places. The solution adopted by one society or a country to solving her problem or improve her education system may be applied in other places with similar problems to surmount or improve on their own peculiarities, while undergoing transformation or reforms.
It was, comparative education review, therefore, comparative education review as traveller s tales from the onset. In fact, this field started just as personalised efforts of individuals privileged to visit foreign countries and on return to give accounts of their physical experiences, describing how things were done.
They reported where things were sited or stationed. What is closer to the contemporary Comparative Education was debuted in the 19th century, marking the beginning of departure from mere description or telling the stories of educational systems in countries visited by early travellers. Available works on Comparative Education then, comparative education review, were limited to description and information on education in foreign countries. Comparative education review the history and development of Comparative Education, one important name that must not go unacknowledged is the name of a Frenchman, Marc Atoine Jullien de Paris.
The contributions of Jullien de Paris were immense and enormous. He provided a unique ground for the study of Comparative Education and was the first to devise a comprehensive scheme of comparative study of educational systems in Unfortunately, the work of Jullien de Paris on Comparative Education was not discovered or known to the public until the early 20th century, comparative education review, through the writings of Pedro Rosello.
In his work, Jullien de Paris had envisaged an analytical study of education in all countries with a view to perfecting national systems with modifications and changes which the current circumstances and local conditions would demand.
As earlier indicated, Comparative Education study began in the 19th century; precisely and immediately after the Napoleonic War. After this war, the minds of the Europeans were redirected towards a harmonious relationship, peaceful co-existence and allowance for truce, as well as healthy social-economic and educational interaction which reigned supreme in their societies. At this period, the focus was on the issue of whether to study and compare educational systems, in theory and practice of the various European nations or beyond that could lead to a better understanding and more united orientation in the education of youth on one hand and comparative education review development of the European societies on the other, comparative education review.
In this regard, several efforts were put up by Americans, comparative education review, French, Britons EnglishGermans, comparative education review, Russians among others. Historically, a handful of Educational Comparativists grabbed the opportunity of the prevailing peace, after the war; by travelling and venturing into educational study of European nations for borrowing, to benefit their respective home countries.
Starting these 19th century s endeavours was an American, John Griscom, who went on a journey to Europe and on his return, Griscom published his educational experiences discoveries on educational institutions of Great Britain, France, Switzerland, Italy and Holland between and These discoveries by Griscom in the visited countries had far reaching effects and development on the educational structures and practices of the American education.
Another American who was the Director of Education at the state of Massachusetts in the United State of America, Horace Mann travelled and visited countries like England, Scotland, comparative education review, Ireland Holland, France and Germany in a space of six month and comparative education review his return; published in his 7th Annual Report in his travelling experience, comparative education review.
This report contained a documentation of his visit on educational institutions of countries visited; with attention on the comparison of school organisations and methods of instruction. In short, Mann advocated in his report of adopting important aspects of the education of those countries visited by the Government of Massachusetts. In the comparative education review of the 19th century Comparative Education historical figures was a Briton, Matthew Arnold who made a journey to France and Germany in and respectively; Arnold made comparative education review remarks about the comparative education review characteristics of the two countries he visited and then recommended the integration of some useful aspects of French and German education to the overall educational system of England.
As earlier mentioned above, these early educationists of the 19 th century did something closer to the modern Comparative Education, which in summary were descriptive and geared towards utilitarian value, comparative education review.
However, the real and actual study of contemporary Comparative Education can be taken to commence in the 20th century through the Comparativists of the period, significantly, Sir Michael Comparative education review his book he titled How Far can we Learn Anything of Practical Value from the Study of Foreign Systems of Comparative education review published in as quoted by Hans asserts that: In studying foreign systems of education, comparative education review, we should not forget that the things outside the schools matter even more than the things inside the schools, which govern and interpret the things inside.
We cannot wander at pleasure among the educational systems of the world, like a child strolling through the garden, and pick off a flower from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant. A national comparative education review of education is a living thing, the outcome of forgotten struggles and difficulties and of battles long ago.
It has in it some of the secret workings of national life. It reflects, comparative education review, while seeking to remedy, the failings of national character. By instinct, it often lays special emphasis on those parts of training which the national character particularly needs. The practical value of studying in a right spirit and comparative education review scholarly accuracy the working of foreign systems of education is that it will result in our being better fitted to study and understand our own.
With Saddler s submission, it can be deduced that appraising or evaluating education systems of any place from its physical features may be seen as fallacy, but examining those things, remote and immediate; which may not ordinarily or directly manifest in the characteristics of such education systems will add value to the appraisal and evaluation process of the system.
This simply means that the differences or similarities produced in the comparative education review of education systems of one place are not enough to be Comparative Education, unless the various influencing factors, comparative education review as economy, history, politics, environment and so on are analysed and discussed on how they have influenced the resultant differences and similarities.
For instance, a school where flooding is their devastating experience every year during the raining season, is not a factor from within the school, but its proximity to the river which overflows the bank when the rain is heavy. Studying any system of education, therefore, requires in-depth investigation before we can get the needed result for the development of education in any other place where the insights are applied.
Comparative education review prominent educational comparativist of the 20th was a Russian philosopher and educationist, known as Sergius Hessen who became the first to approach the study of Comparative Education from philosophical point of view.
InHessen selected four 4 main problems of educational policy, namely i. Compulsory Education ii. The School and the State iii, comparative education review. The School and the Church iv. The School and the Economic Life To the four perspective of looking at what a Comparative Educationist should address, Hessen analysed the underlying principles and gave a critique of some countries modern legislations on educational issues, based on the above viewpoints.
As earlier highlighted too, Germany was not left out of those nations that could be considered contributory to the development of Comparative Education. For the 20th century s endeavours, comparative education review, a German - Friedrich Schneider was the Director of the Institute of Comparative Education at Salzburg.
Schneider in began the editing of the International Review of Education in four languages. Schneider has equally identified that whatever that is there as the differences or similarities in the education systems of different places must be investigated in the light of different factors which must have prompted the character observable in the systems.
With the current position of Comparative Education, it has developed fully as a field of study and academic discipline, comparative education review, where the number of experts in the field continues to increase in the world over. Comparative education review is a course of study that has come to be institutionalised.
It is offered at the tertiary level of education universities, comparative education review, colleges of education and other schools of education where professional teacher preparation programme is offered, including, but not limited to the Nigeria s non-formal programme of Distance Learning of the National Teachers Institute NTI and National Open University of Nigeria NOUN. Comparative Education is a course that has produced graduates at first degree level and specialists at Masters and Ph.
D levels, comparative education review. The field of Comparative Education is today having a number of professors internationally. Books comparative education review also been written on the course, locally and internationally. Renowned and world class among these books are the ones written by Brian Holmes, Ecstein and Adam, Isaac L.
Kandel, Nicholas Hans, Venon Mallinson, Robert Cowen, Maria Larsen among others. From the local scenes, Adeyinka, Adejumobi, Osokoya, Kosemani, Iwuama, comparative education review, Aluede, Lawal, comparative education review, Nwagugo, Okrigwe and many others are among the experts in the field. What Really is Comparative Education in the Contemporary Sense?
On what Comparative Education is or should be, the global trends and the new understanding across the world require that the focus should now comparative education review shifted to recognising this field as a contemporary discipline which our efforts and academic engagements should be redirected; to pursuing it with a fresh and new thinking. The emergence of the discipline began comparative education review some challenges which a number of them are no longer there because of one thing comparative education review the other that have been overtaken by events.
First and foremost, the argument to be put forward or the position of this chapter is not to challenge, disprove or invalidate Comparative Education as how it has always been regarded as the study of national systems of education in two or more comparative education reviewbut to advance some freshly evolved standpoints and conclusions on what Comparative Education is and should be.
In other words, it is aimed at i. refocusing on the consideration of Comparative Education; not necessarily being limited in focus to only nation-state, comparative education review, but as what is applicable to the intra-national, national and regional levels.
Generally, education systems and particularly the policies and programmes of education can be examined from intercultural and intra national levels. Evidences, including logical assertions are available to justify this claim and that the primary comparative education review of any type of study or research today is to ascertain the extent of its contributions in meeting the needs or solving the problem of the immediate environment where the research is conducted before examining how it can further be generalised for broader utility.
Sharing in the views of how and what Comparative Education should be, is one Robert Cowen, a renowned authority, expert and international scholar in the field of Comparative Education, comparative education review an Emeritus Professor of Education at the Institute of Education, University of London.
He was at the time of writing a serving Senior Visiting Research Fellow of the University of Oxford. Cowen as cited by Larsen suggests to Comparative Education researchers to engage in new thinking about what we study as our unit of analysis ; interpretive concepts, frameworks and theories comparative education review we deploy in our work; the influences and contexts that shape the work we do as Comparativists, and the epistemic consequences of these broader changes for the field of Comparative Education.
In short, the position now is that we need to broaden our conceptions of space beyond that of the nation-state, which has traditionally occupied much of our attention. New spaces as units of analysis could include, according to Cowen the regional spaces e.
COMPARATIVE EDUCATION ABIGAIL E GECAIN final VIDEO
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The Comparative Education Review, founded in , is the premier journal in the field of comparative and international education in the U.S. and is the official journal of the Comparative and International Education Society (CIES) Education," Comparative Education Review 5 (October ): 3Gail P. Kelly and Philip G. Altbach, "Comparative Education: A Field in Transition," in International The Comparative Education Review, founded in , is the premier journal in the field of comparative and international education in the U.S. and is the official journal of the Comparative and International Education Society (CIES). In the words of the editor
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