edu 304 - comparative education - National Open University of Nigeria

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3.4.13 The Comparative Approach In this approach, the reader must not be made to do the comparison of various educational practices by himself, rather, the comparison and conclusion have to be done by the investigator himself. Data on the educational practices to be compared must have been gathered and reviewed. In addition, hypotheses should have also been formulated to assist in the gathering of data. Then, the educational practices of the country under study will be put side by side with the educational practices of another country slated for comparison. The next stage after Juxtaposition is the comparison of the educational practices of the countries that have been put side by side. It is at stage of comparison that the hypotheses that had been formulated earlier on will be rejected or accepted. 4.0 Conclusion The knowledge of different approaches to the study of comparative education will help the learners in better understanding the discipline. 5.0 Summary In this unit, you have learnt about different approaches to the study of comparative education. 6.0 Tutor Marked Assignment Mention two approaches to the study of comparative education and discuss one of them. 7.0 References Awolola, A. (1986) Readings in Comparative Education, Ibadan, Stevelola, Education Publishers. Bereday, G.F. (1958). Some Methods of Teaching Comparative Education, Comparative Education Review. Brickman 1966 cited by Alabi, I.O. et al (1998). Comparative Education. A Handbook for Teachers, Oyo, Odumat Press and 30
Publishers. Halls (1965) cited by Alabi I.O. et al (1998). Comparative Education. A Handbook for Teachers, Oyo, Odumat Press and Publishers. Kosemani, J.M. (1995): Comparative Education, Emergent National System Port-Harcourt, Abe Publishers. 31
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 and 16: some countries ... and why it is do
Page 17 and 18: Malison V. (1975). An Introduction
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: 3.4.11 The Integrated Approach This
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
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education programme. All matters de
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