edu 304 - comparative education - National Open University of Nigeria

(e) Efforts should be made to classify educational courses at
various levels as well as define the important terminologies in
Comparative Education.
(f) A comparative education research should be carried out before
conclusion and recommendations on educational policies.
(g) Efforts should be made to encourage applied research in the
study of Comparative Education.
(h) In comparative education research, philanthropists, national
governments as well as international agencies should assist
financially and finally:
(i) The people involved in the formulation of educational policies
should work hand in hand with the educational comparativists
for a better and workable educational formulation.
3.6.2 The Qualities of a Good Educational Comparativist
As in any other discipline, there are certain qualities expected of
anybody that wants to venture into the study of foreign educational
theories and practice. Such qualities include the following:
(a) Objectivity
(b) Readiness to visit foreign places
(c) Interest in reading education books widely and fastly
(d) Good qualification in the subject.
3.6.3 Objectivity
The first quality of a good education comparativist is objectivity.
This means that the person researching into other people's education
theories and practices will not be biased against them regardless of their
population, race, size, and complexion. It is what is found on the ground
about their education theories and practices that will be reported and
nothing more.
3.6.4 Visiting other Countries
Anybody willing to engage in the study of foreign educational
theories and practices should not always stay at home relying on
information gathered from books alone. He should go beyond this by
visiting the place whose educational theories and practices he is
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