edu 304 - comparative education - National Open University of Nigeria

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(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 42
studying. If this is done, the objective report of the study will be enhanced as he will be in the position to know which of the information already gathered is correct about the educational theories and practices of the place being studied. He must not be an arm-chair researcher. 3.6.5 Having Interest Also, a very good education comparativist should have special interest in reading books on forcing education systems. Not only within his society but outside his country. He must not limit his reading to only the books on his country's educational systems. 3.6.6 Having Good Qualification Good qualification in Comparative Education or related subject is very important for anybody who wants to engage in the teaching of Comparative Education. Having a good qualification will not only enhance the quality of such a teacher but will also enhance his personality. 4.0 Conclusion In the unit above, you have learnt the following: (a) The future of Comparative Education (b) Qualities expected of a good education comparativist. 5.0 Summary The unit six discusses the factors that can sustain the teaching and learning of comparative education, as well as the qualities which any teacher of comparative education is expected to possess. 6.0 Tutor Marked Assignment Mention and discuss any two qualities expected of a teacher of comparative education. 7.0 Reference Lawal (2004) Comparative Education. Osogbo, Swift Publishers Nig. Ltd. 43
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 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: Unit 6 factors that can sustain the
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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