edu 304 - comparative education - National Open University of Nigeria

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(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 that 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. (f) To assist in 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. 4.0 Conclusion Comparative education is an interdisciplinary course as it borrows ideas from other subjects. As a course of study, it has reasons for being taught by teachers and being learnt by the students. 5.0 Summary In this unit, you have learnt about the scope of comparative education, the purpose of comparative education and other reasons for studying comparative education. 6.0 Tutor Marked Assignment Mention five reasons for studying comparative education. 7.0 References Hans C.N (1992) cited in Lawal B.O. (2004). Comparative Education, Osogbo, Swift Publishers Nigeria Ltd. Longman Dictionary of Contemporary English. 16
Malison V. (1975). An Introduction to the Study of Comparative Education. London, Heinemann Publishers. 17
Page 1 and 2: NATIONAL OPEN UNIVERSITY OF NIGERIA
Page 3 and 4: THE COURSE GUIDE INTRODUCTION This
Page 5 and 6: Assignment. You are going to be giv
Page 7 and 8: MODULE 1 UNIT 1 Meaning of Educatio
Page 9 and 10: Like other concepts, comparative ed
Page 11 and 12: 4.5 Conclusion The unit above discu
Page 13 and 14: Unit 2 SCOPE OF COMPARATIVE EDUCATI
Page 15: some countries ... and why it is do
Page 19 and 20: Horace Mann of America who after a
Page 21 and 22: today, the discipline is one of the
Page 23 and 24: country visited can be borrowed or
Page 25 and 26: another country that has the same p
Page 27 and 28: 3.4.7 International Approach This i
Page 29 and 30: 3.4.11 The Integrated Approach This
Page 31 and 32: Publishers. Halls (1965) cited by A
Page 33 and 34: 3.0 The Content 3.5.1 Language Fact
Page 35 and 36: By the time Western Education was b
Page 37 and 38: instability as well. For instance i
Page 39 and 40: 3.5.9 The Academic or Professional
Page 41 and 42: Unit 6 factors that can sustain the
Page 43 and 44: studying. If this is done, the obje
Page 45 and 46: 3.1.2 Pre-School Education in Japan
Page 47 and 48: in the Universities. In the same ve
Page 49 and 50: Unit 2 - The System of Education in
Page 51 and 52: 3.2.6 Teacher Education Primary sch
Page 53 and 54: Unit 3: Education in England 1.0 In
Page 55 and 56: trained. (b) Arousing in the pupils
Page 57 and 58: they will like to study in their la
Page 59 and 60: (a) Certificated (b) Uncertificated
Page 61 and 62: Authorities. 4.0 Conclusion The uni
Page 63 and 64: 3.4.3 The Primary Education Primary
Page 65 and 66: (a) Preparing teachers for the need
Page 67 and 68:
education. The state universities a
Page 69 and 70:
In France, there are two types of e
Page 71 and 72:
(c) The third or the last education
Page 73 and 74:
teaching methods. The negro Educati
Page 75 and 76:
Unlike both the primary and seconda
Page 77 and 78:
within the British common wealth of
Page 79 and 80:
the award of undergraduate degree,
Page 81 and 82:
The Tanzanian government also encou
Page 83 and 84:
Islamic history and literature as w
Page 85 and 86:
school. The middle school teachers
Page 87:
education programme. All matters de
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