Concept of Comparative education.

Concept of Comparative education.

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  Submitted by: SyedHassan Raza Submitted to : Iram Shafique Topic: Concept of Comparative education. Meaning .need .scope Date : 10-1-2021 Roll Number: BSF1701505
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  Meaning of comparativeeducation Comparative education is the comparative study of educational theories and practices in various countries. Comparative education attempts to use cross-national data to test propositions about the relationship between education and society and between teaching practices and learning outcomes. Comparative education considers the implications of comparative studies for the formation and implementation of policies in education, social, national and international development. Comparative education invites contributions from associated disciplines in the fields of government, management, sociology, and technology and communications which affect educational research and policy decisions. Teacher education encompasses teaching skills, sound pedagogical theory and professional skills. (W.H. Kilpatrick) If you educate a boy, you educate one individual. If you educate a girl, you educate the whole family and if you educate a teacher, you educate the whole community Comparative education has been defined in different ways by various authors but what is common in the definitions is the emphasis on the use of data from another educational system. Getao (1996) defined Comparative Education as a discipline, the study of educational systems in which one seeks to understand the similarities and differences among educational systems. Noah and Eckstein (1969) defined comparative education as follows: 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 crossnational 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 Comparative education is a field of study that focuses on the provision of organized learning activities across international and intercultural boundaries and utilizes comparative methods of study. Comparative education is a fully established academic field of study that examines education in one country (or group of countries) by using data and insights drawn from the practices and situation in another country, or countries . Programs and courses in comparative education are offered in many universities throughout the world, and relevant studies are regularly published in scholarly journals such as Comparative Education, International Review of Education, Mediterranean Journal of Educational Studies, International Journal of Educational Development, Comparative Education Review, and Current Issues in Comparative Education. The field of comparative education is supported by many projects associated with UNESCO and the national education ministries of various nations Comparative is characterized by the following features: countries
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  -based adoption ofsolutions to problems. - An intersection of social sciences, education and cross- national study Education Education is the social institution responsible for the systematic transmission of knowledge, skills, and culture values within a formally organized structure. The process of receiving or giving systematic instruction, especially at a school or university, an helpful experience. Comparative education aims at: 1. Explaining educational systems, processes, or outcomes; 2. Helping the development of educational institutions and practices; 3. Emphasizing the relationships between education and society; 4. Forming generalized statements about education relevant in more than one country. Scope of Education (the range, the breadth) 1. Educational psychology: Main aim of education is the development of child. Psychology helps to understand the child better and development of child with respect of physical, mental, emotional, social adjustment, individual difference, personality, thinking, reasoning, problem solving. 2. Methods of teaching: In ancient time the pupil were passive listeners but now they actively participate with the teacher in the process of education. So, the skill and proficiency of difference teaching methods needs to be developed. 3. Philosophy of education: Philosophy of education covers aims of education, nature of education, importance of education, function of education its very old and essential part of education. 4. Educational Sociology: A child lives in the society so it is important for him to know about the society the nature of society, type of society, interdependence between culture and society. 2018 . 5 History of Education: It is also important to know background, origin, development, growth, and aspect of the subjects. It includes various methods and technics that apply during instruction.
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  6. Economics ofeducation: For the growth of business and market the world class economical education is important for each and important 7. Environmental education: Ecological in balances have drown the attentions of intelligence today. So, looking at the environmental problems study of environment education has great importance. 8. Educational technology: It is very recent branch that has come under the scope of education. It makes education a technical and systematic subject through application of technology in teaching-learning process. The Scope of Comparative Education The term "scope" according to Longman dictionary of contemporary English could mean: (a) The area within the limit of a question, subject, action etc. (b) Space or chance for actions or thought. From the above, scope of comparative education means the area or areas covered by the discipline. The scope of the subject also connotes the various subjects or disciplines from where Comparative education draws its information directly or indirectly There are five perspectives that capture the scope of comparative education. These are; 1. The subject matter and content; this covers the essential components of educational systems such as structure, aims, content or curriculum, administration, financing, teacher education . 2. Geographical units of study; these comprises intra-national, international, regional, continental and global or world systems studies and analysis. 3. Ideological scope; this compares countries' educational systems on the basis of different political, social and economic ideologies. For example, democratic, communism, socialist, capitalist, free market and mixed economies. 4. Thematic scope; this scope focuses on educational themes, topical issues or problems and compares them within one or more geographical units. For example free primary and secondary education, universal primary education, education for all and universal higher education. 5. The 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.
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  The Need ofComparative Education Comparative education like other disciplines being offered in the education institutions is not a purposeless subject. In other words, the subject has some goals which it aims at achieving. While giving the purpose of comparative education, Hans (1992) concludes that: 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. It can be concluded from the above that comparative education tries to compare educational problems as well as the solutions applied to such problems with a view to helping one's educational practices. 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 ... and why it is done, is a necessary part of the training of all students of educational issues of the day. 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. From the above, it is evident that the study of Comparative Education assists the learners to understand their educational systems better. 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. Like other Education Comparativsts, the purpose given above is a pointer to the fact that the study of Comparative education assists in the flexibility of educational systems of one's country. 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. Important Reasons forStudying Comparative Education a. To assist in the understanding of one's educational institutions as well as educational practices. b. To assist in the understanding of the factors those are responsible for various educational changes. c. To educate the students and teachers on the procedure through which educational changes occur. d. To contribute not only to the educational development of the society but also to the general development of the society. e. To serve as an academic discipline.
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  f. To assistin solving one's educational problems g. To open one's eyes to the educational philosophies, theories and practices of other countries. h. To assist both the students and teachers of discipline in gathering reliable information concerning educational system. i. To assist in the Promotion of international relationship. j. To contribute to the formulation of a country's educational systems. Aims and Objectives of Comparative Education According to Harold Noah (1985), and Farooq Joubish (2009), comparative education has four objectives: 1. To describe educational systems, processes, or outcomes. 2. To assist in the development of educational institutions and practices . 3. To highlight the relationships between education and society. 4. To establish generalized statements about education those are valid in more than one country. Uses of Comparative Education 1. More Knowledge: ‘Men study foreign educational systems simply because they want to know.’ The foremost justification for the studies in comparative education is intellectual. 2. More Understanding: By studying foreign educational systems one would be able to understand one’s own system better. 3. More Comparative Readiness: The study of comparative education helps to develop ‘Comparative Readiness’ . 4. More Information: This study is taken up to have encyclopedic information about educational system and related problems of foreign countries. 5. More Borrowing: The study is taken up for a search for institutional forms and practices for transplantation. The study is taken up for selective cultural borrowing. Foundations of National Education Systems. National education systems normally consist of institutions that are funded by government, sitting alongside nongovernmental organizations (NGOs) and institutions. Government institutions are normally the dominant force for education in a country, but they do not necessarily operate in isolation from the NGOs. The national systems are often affected by political and economic conditions in a country and reflect the social circumstances of that
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  country. The extentto which the central government affects individual schools, colleges, and universities varies. There are in many countries areas of delegation of responsibility from central government to local authorities. This pattern of delegation is very common since it recognizes that all education is local and depends on local communities. In some countries aspects of the education system are delegated to other agencies. For example, in certain countries church authorities or language groups have an important role to play in providing education for and on behalf of the state. The extent to which private education has an important part to play varies considerably. The impact of private education often outweighs its numerical significance. NGOs also play an important part in the development of policies in many countries. These are often influential in developing policies and in establishing important relationships across national boundaries. TEACHER EDUCATION IN PAKISTAN Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classrooms, schools and wider community. o It is mandated in the Constitution of Pakistan to provide free and compulsory education to all children between the ages of 5-16 years and enhance adult literacy. With the 18th constitutional amendment the concurrent list which comprised of 47 subjects was abolished and these subjects, including education, were transferred to federating units as a move towards provincial autonomy Teacher education reaches teachers at all levels of education namely Primary, Middle, Secondary, Higher Secondary and Higher Education . stage – specific teacher preparation is essential PURPOSE OF STUDYING COMPARATIVE EDUCATION There are various reasons why Comparative Education should be studied by prospective teachers and reformers of education in any country of the world. The reasons are: • Description The most basic utility of comparative education is to describe education systems/learning communities, within their social context, in order to satisfy the yearning for knowledge which is part of human nature. The most basic utility of Comparative Education is to describe education systems within their societal contexts in order to satisfy the yearning for knowledge which is sui generis part of human nature. Bereday (1964: 5) puts it that: "The foremost justification for Comparative Education is intellectual. [Humans] study Comparative Education because they want to know". • Understanding/Interpreting/Explaining On the next level Comparative Education also satisfies the need to understand: education systems are explained or understood from surrounding contextual forces which shape them. Conversely if education systems are also shaped by the societal matrix in which they are embedded (and if education systems, in turn, shape societies
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  and cultures) thenthe comparative study of education systems also fosters an understanding of cultures or societies. Noah's (1986) thesis of "education as the touch stone of society" is very topical here. In this respect the value of Comparative Education is very topical in times of multicultural societies and of Intercultural Education. • Evaluation Comparative education serves the purpose of evaluating education systems: the own education system as well as universal evaluation of education systems. In the current age of competitive global lised world, the evaluation of the domestic education projects It has been explained above that Comparative Education studies operate on different geographical levels. The utility and value of Comparative Education at the different levels of the global level, the supra-national, the national, the sub-national, the institutional, the class and the individual level will now, in conclusion be illustrated. Need for Comparative Education Comparative education research and courses are needed to identify real revolutionary movements in the current cultural revolution in the United States. The presence of cultural revolution is indicated by, among other things, the development of microcultures. Intranational instead of cross-national studies are of importance in the next few years to understand this cultural revolution. There are several problems with implementing this new focus, but a broad knowledge of the components of American culture are needed, as well as a preparation in the study of the processes used in understanding cultural revolution. Multicultural education would teach the desirability of cultural pluralism, and would purport to bring about interaction among groups in the nation. The discipline of comparative education is suited to the study of this interaction: the tools of scientific investigation; the methodology of area studies; the analysis and interpretation of cultural patterns within the framework of a whole culture. Students could be sensitized to cultural change, and develop renewed interest and sharpened awareness of the nature of cultural revolution as participants in the process
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  .The education systemof Pakistan involves five levels (UNESCO,2010 Education Structure in Pakistan Primary Level (introduction) Primary stage is not the stage for formal education. • Literacy should not be the concern at this level though it prepares children for elementary schools • Learning at this stage may be characterized by group activities, play way techniques, language and, number games and activities directed to promote socialization and environmental awareness among children and help them in the process of attaining physical, mental and emotional maturity • Approaches in developing life skills and the formation of good habits and living togetherness need to be
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  addressed with greatcare. • To ensure happy and healthy childhood by means of varied activities have to be the main focus Middle Level (Introduction) motional, aesthetic and linguistic development of children by means of individual and group activities. nd establish coordination with the agencies working in similar areas. . -concept, self-esteem and the art of selfexpression and sense of discrimination and appreciation among the children. Secondary Level (Introduction) its contribution to the world and to inculcate a sense of national pride and identity. they have to teach, using appropriate aids including ICT, organize supplementary educational activities and elicit community cooperation, educational activities. h care and caution about Life Skill education. Higher Secondary Level (Introduction) – study, independent learning, to develop reference skills, undertake group learning, critical thinking, conceptualization, self – evaluation of their own performance and derive knowledge. concepts in simple terms ng national consciousness, social cohesion, communal harmony and universal brotherhood. understanding numerous problems relating, life skill development, stigma and discrimination etc
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  – employment, work cultureamong their student