Comparative Approach

1. Jastine S. Rafael
Merly Carol C. Palo

4. Merly Carol C.

5. AREA STUDY
APPROACH

6. AREA STUDY APPROACH
Breeder (1958) is of the opinion
that "one of the oldest and
clearest ways of introducing the
subject comparative Education is
to study one geographical area at a
time" He therefore identified the
following stages:

8. AREA STUDY APPROACH
•i .Descriptive Stage –
•At this stage, an Educational researcher can make
a description of his own educational system as well as
practices.
•The investigator has to start by reading extensively. He
will start by reviewing the available literature on the
educational system of the country being studied.
•To enable the investigator have on the spot
assessment, he can personally visit the country whose
educational system is studying.

10. AREA STUDY APPROACH
•ii.Interpretation stage
•At this stage of the study, the investigator will
now collate and analyze the data gathered from
various sources to enable him do justice to the
educational system of the area being studied.

12. AREA STUDY APPROACH
•iii. Juxtaposition (combination)stage
• At this stage of the study the investigator
will put side by side the result obtained from the
interpretation(analysis) stage with the
educational system of his own country.

14. AREA STUDY APPROACH
•iv. Comparative stage
•At this stage of the investigation, the researcher
will objectively compare and contrast the
educational practices of the country being
studied with that of his own.
•It is at this stage of the study that
whatever hypotheses that might have been
formulated by the researcher that will be rejected
or accepted.

15. PHILOSOPHICAL
APPROACH

17. •A Russian Philosopher by
name Segues Hessen was the first
man to apply philosophical
approach to the study of
Comparative Education when he
published his book in 1928 which
he titled "Kritische Vergleichung des
Schulwesens der Anderen
Kuturstaaten". In the book, he
chose four main philosophical
problems.
PHILOSOPHICAL APPROACH

18. •Compulsory Education State
•The School and the State
•The School and the Church
•The School and Economic Life
PHILOSOPHICAL APPROACH

19. Compulsory Education State
•Compulsory education means all are required
by law to attend school for the prescribed
duration.
•In the Philippines, a thirteen-year education is
mandatory by law. These thirteen years run from
kindergarten up to grade 12, also known as the
K-12 programme. After which, students have the
option of whether to pursue higher education or
not..

20. The School and the State
•State, in fact, maintains and develops the
human culture and civilization through
ages. Providing education is an important
function of the State. Education prepares
citizens for the State. Thus education and
state are mutually related and one works
for the other.

21. The School and the Church
•The Christian Church played an important
role in the field of education. These
Churches become great centres of
scholarship, art, literature and religious
studies. Educational institutions like the
internationally renowned Cambridge and
Oxford Universities were built by the
Church.

22. The School and Economic Life
• The economic system and its development is
essentially connected with the educational system,
because knowledge is the basis of any economic system.
To achieve closer cooperation between this two systems
management is necessary to meaningfully connect them.
• A quality basic education gives children and youth the
knowledge and skills they need to face daily life
challenges, and take advantage of economic and
lifelong learning opportunities. It is also a key driver for
reducing poverty, fostering economic growth, achieving
gender equality, and social development.

23. PROBLEM
APPROACH OR
THEMATIC
APPROACH

25. PROBLEM APPROACH OR THEMATIC APPROACH
In this approach the
investigator will first of
all identify a particular
educational problem in his own
country.
Then, he will begin to look for
another country that has the
same problem.

26. The researcher will also study the
education problem of another
country in relation to their culture.
The researcher will not only study
the educational problem of another
country but he will also examine the
solution applied to such problem by
the affected country.
PROBLEM APPROACH OR THEMATIC APPROACH

27. CASE STUDY
APPROACH

29. CASE STUDY APPROACH
•In this approach, an education
comparativist from Nigeria can
go to Iraq to study the primary
education Level of the
country. His report will be very
comprehensive for his readers
to understand.

30. CASE STUDY APPROACH
•If it is possible for the
researcher, he can take all the
educational systems of the
country and compare such
educational system with his
own educational system.

31. CASE STUDY APPROACH
•The problem with this
approach is that as a human
being, the investigator may
not be totally objective in his
report.

32. INTERNATIONAL
APPROACH

34. •This is an approach whereby all
the variations existing from one
area to another within the same
country are taken into
consideration while comparing
the system of education of a
foreign country with one's
educational system.
INGTERNATIONAL APPROACH

35. GASTRONOMIC
APPROACH

37. •This is a method whereby both
the diet as well as the eating
habit of the people in a
particular country are related to
the practices of their education,
the approach is not very popular
among the modern educational
comparatives.
GASTRONOMIC APPROACH