20130519100508CHAPTER 1B_Topic 1

Based on OUM HMEF 5033 ModuleComparative education

Lecturer: PROF. DR. GURNAM KAUR SIDHU

LEARNING OUTCOMESBy the end of this chapter you should be able to:Review historical developments if the field of

comparative educationDifferentiate between basic and advanced levels

of comparisons and analysisExamine the contributions of various scholars in

the field of comparative educationDerive a practical definition of comparative

education based on a review of related literature

Course Module p. 2

CONTENTSIntroductionProponents of Comparative Education (CE)Defining Comparative Education (CE)Summary

Course Module p. 2

FOOD FOR THOUGHTWhere does the strength of a country lie?

What do you understand by comparative education?

How can comparative studies in education at an international level help scholars and educators advance their knowledge in education within their own country or region?

1.2 INTRODUCTIONField of CE emerged in 19th. century with

scholars studying cultural patterns underlying educational set up in different countries.

CE developed to accommodate other aspects and moved from single, within-country or two-country comparisons to large scale studies using collaborative research initiatives (UNESCO, SEAMEO, WEI, OECD etc.)

Examples of international collaborative research work – TIMSS / PISA / WEI

1.2 INTRODUCTIONTIMSS - Trends in International Mathematics and Science

Study Investigates fourth & eighth grade students’ Math & Science performance

around the world Coordinated by IEA ( International Association for the Evaluation of

Educational Achievement) Aim – to compare students’ educational achievement across countries TIMSS – administered every 4 years IEA also conducts PIRLS – Progress in International Reading Literacy Study

PISA – Programme for International Student Assessment Investigates 15-year old school students’ scholastic performance in Reading,

Math & Science once every 3 years Conducted by Organisation for Economic Co-Operation and Development

(OECD) Aimed at improving educational policies and outcomes.

1.2 INTRODUCTIONToday CE is a well established academic field of

study that investigates educational set up in a single or a group of countries based on data and insights from educational practices / issues/ situations in a country / countries

Relevant scholarly journals include Comparative Education Comparative Education Review International Review of Education Mediterranean Journal of Educational Studies International Journal of Educational Development, Current Issues in Comparative Education

1.2 INTRODUCTIONAccording to Noah (1985) and Farooq Joubish (2009)

comparative education has four purposes:To describe educational systems, processes, or

outcomes. To assist in the development of educational

institutions and practices. To highlight the relationships between education

and society. To establish generalized statements about

education that are valid in more than one country. (Source: http://en.wikipedia.org/wiki/Comparative_education)

1.2 INTRODUCTIONDEPTH AND FOCUSBasic one-level comparison of one

aspect – comparing similarities and differences

Intra-Country with 1-unit comparisonIntra- Country with 2-unit comparisonInter Country comparison

1.2 INTRODUCTIONDEPTH AND FOCUSBasic one-level comparison of one aspect – comparing

similarities and differences Intra-Country with 1-unit comparison

The Politics of Pre Education Vouchers in Taiwan by Ming-Sho Ho

Instructional Practices in Teaching Literature: Observations of ESL Classrooms in Malaysia. By Sidhu, G.K., Kaur, S. & Chan, Y.F. (2010) English Language Teaching. Vol 2 No.3

Organisation of Homework: Malaysian Teachers' Practices and Perspectives. By Sidhu, G.K. & Chan, Y.F. (2010). Research Journal of International Studies. Issue 13: 63-78.

Addressing Global Challenges in Higher Education: A Malaysian Initiative. By Sidhu, G.K.. & Singh,M. (2009). In Rupert Jones-Parry Commonwealth Education Partnerships 2009/10 [pp. 149-151]. United Kingdom: Nexus Strategic Partnerships.

1.2 INTRODUCTIONDEPTH AND FOCUS Basic one-level comparison of one aspect – comparing

similarities and differences Intra- Country with 2-unit comparison

Parental Death and Children’s Schooling in Burkina Faso by Kobiane, Calves & Marcoux

Leadership Style and Coping Style on Job Stress and Job Satisfaction among Secondary School Teachers in Malaysia by Chan, Y. F. & Sidhu, G.K. (2010) The International Journal of Knowledge, Culture and Change Management, Vol 10.

Teachers’ Knowledge, Understanding and Implementation of the School Based Oral English Assessment. By Sidhu, G.K., Chan, Y.F. & Azleena Mohamad (2011). Malaysian Journal of Learning and Instruction. Vol 8/June 2011. International Refereed Scopus Indexed Journal

1.2 INTRODUCTIONDEPTH AND FOCUS Advanced Level in –Depth Analysis

The Segregated Schooling of Blacks in the Southern United States and South Africa (Walker & Archung)

Asian Universities: Historical Perspectives and Contemporary Challenges (edited by Altbach & Umakoshi)

Why Are Some Low‐Income Countries Better at Providing Secondary Education? By Melissa Binder. (Comparative Education ReviewNovember 2009, Vol. 53, No. 4: pp. 513-534)

Dislocated Education: The Case of Tibet . Gerard A. Postiglione (Comparative Education Review, November 2009, Vol. 53, No. 4: pp. 483-512)

REVIEWActivity 1.1 – Page 5Read Abstract A and Abstract BWhat are the objectives of the studies?Classify the studies in terms of :

level of analysis focus

PAST YEAR QUESTIONSMay 2006What is the main difference between intra-

country and inter-country comparisons in education? Illustrate using relevant examples.[3 marks]

May 2010Give ONE (1) example of a single within-

country study and ONE (1) example of a large scale comparative study in education. [4 marks]

1.2PROPONENTS OF

COMPARATIVE EDUCATION

PROPONENTS OF CEProponents – Advocates, Supporters,

PromotersSir Michael Sadler (1861-1943)Issac Leon Kandel (1881-1965)Nicholas Hans (1888-1969)George Z.F. Bereday (1920- 1986)Philip G. Altbach Saravanan Gopinath

1.3 PROPONENTS OF COMPARATIVE EDUCATION

Sir Michael Sadler (1861-1943)Born in northern England, studied at Oxford and

later worked at Oxford University (1885 – 1903) First person to attempt defining CE –as an

examination of the set up and problems of other countries to better understand workings of one’s own system.

As a lecturer at Uni of Manchester – produced reports on secondary education for local education authorities.

1911 – VC of Uni. Of Leeds – 1923 Master of Uni College, Oxford

Course Module p. 7

1.3 PROPONENTS OF COMPARATIVE EDUCATION

Sir Michael Sadler (1861-1943)Viewed CE as an examination of the set-up and

problems of other countries to better understand the workings of one’s own system

Has been accredited for the development of problem-method for educational research & inquiry

Most impt. contribution - Publication of 11 volumes Special Reports – that detail 19th. Century educational developments in European Countries (historical accounts of educational practices in the USA & territories occupied by Great Britain)

1.3 PROPONENTS OF COMPARATIVE EDUCATION Issac Leon Kandel (1881-1965) Student of Sadler. He found Sadler’s problem-based definition of CE

limiting CE does not involve mere collection of factual data – one should first

investigate causes of educational problems then examine solutions Comparative educationists need knowledge in a number of subjects

and know more than one language Postulated historical-functionalism – Educational systems do not exist

in a vacuum but have the influence of historical, social and political forces & CE is a continuation of the study of history of education into the present

Educational systems cannot be transferred from one country to another as different contexts need different solution but we can learn from other’s experiences.

Course Module p. 8

1.3 PROPONENTS OF COMPARATIVE EDUCATION Nicholas Hans (1888- 1969)Born and educated in RussiaWrote extensively of variety of CE topicsCommon traits such as customs, traditions,

policies and socio-historical factors influence educational practice in different countries

Educational problems must be examined in the light of common educational and socio-historical backgrounds

Course Module p. 9

1.3 PROPONENTS OF COMPARATIVE EDUCATION

George Z.F. Bereday (1920-1986)Professor in CE Wrote Comparative Methods in Education (1964)Proposed 4-stage research procedure “description-

interpretation-juxtaposition-comparison” method – which stressed the collection of precise similar data from each country being studied with the aim to construct theory about schooling and society

Like Kandel emphasized importance of multilingualism in CE as ‘knowledge of language lets one in on the intimate secrets of the nation under study” (1964:139)

Made CE part of mainstream education Course Module p. 10

1.3 PROPONENTS OF COMPARATIVE EDUCATION Philip G. Albach Director of Centre for International Higher

Education in Lynch School of Education, Boston College and is widely published in CE

Famous Book - Comparative Education (1998)Asian Universities : Historical Perspectives

and Contemporary Challenges (2004)Discussed issues such as academic freedom,

student political activism, educational structures etc.

Course Module p. 11

Centre for International Higher Education in Lynch School of Education, Boston College

Promotes the belief that an international perspective will foster enlightened policies and practices.

Publishes International Higher Education (IHE), a book series on higher education, as well as other publications.

Sponsors conferences on key issues in higher education Engages in research on higher education in international

perspective Welcomes visiting scholars for periods of study and reflection. Offers master's and doctoral degree study in Higher Education

(HE) Has a special interest in the Jesuit tradition & Catholic HE Committed to dialogue and cooperation among academic

institutions in industrialized nations and in developing countries. Convinced that the future of higher education depends on

effective collaboration and the creation of an international community working to improve higher education in the public interest.

Source: http://www.bc.edu/bc_org/avp/soe/cihe/welcome.htm

1.3 PROPONENTS OF COMPARATIVE EDUCATION

Saravan Gopinathan Specialist in CE with a focus in language policy,

planning, bilingualism and higher educationFounding Editor – Singapore Journal of

EducationCo-edited Language, Society and Education in

Singapore :Issues and Trends (1998)The Culture of Change: Case studies of

Improving Schools in Singapore and London (2000)

Course Module p. 12

PAST YEAR QUESTIONSMay 2007Describe the work of TWO (2) main researchers

or proponents of comparative education. [4Marks]

May 2009 Name TWO (2) key proponents of comparative

education. [4 Marks]May 2010Issac Leon Kandel (1881-1965) suggested that

historical, social and political factors influence the education system of a country. Explain briefly any TWO (2) of the factors [4 marks]

1.3DEFINING COMPARATIVE

EDUCATION

1.4 DEFINING COMPARATIVE EDUCATIONComplexities surrounding definition of CE – “what

is to be compared and what categories should be investigated”

Early definitions : (Sadler, Kendal, Hans, Bereday etc) See Table 1.1 p. 14

Latter Day Definitions – CE embodies a multi-disciplinary perspective seen as “an intersection of the social sciences, education and cross-national study “ (Noah & Eckstein, 1969)

Today most scholars adopt a descriptive-inductive approach

Source: OUM Course Module p. 13

1.4 DEFINING COMPARATIVE EDUCATIONCurrent consensus based on following features of

CE:Comparison of one or more aspects of education,

within a country or between / among countriesA quest for similarities and differencesAn analysis of issues and problemsContext-based adoption of solutions to problems

Source: OUM Course Module p. 16

ACTIVITY 2Discuss the following statements put forward by

Crossley & Watson (2003) [Comparative Education] is a complex, multi-

faceted field that is both difficult to define and challenging to engage with” (p.19)

. . .because comparative and international research in education is influenced by many different intellectual , disciplinary and professional foundations it cannot lay claim to any single theoretical or methodological perspective’ (p.31)

E.g. - In what way is CE complex? Muliti-faceted? Challenging?

ACTIVITY 2 Study the definitions given in Table 1.1 (Activity 1.5 on p. 14)

How does the chronological list reflect developments in the field?

How has the definitions of CE changed over time?

Give an example of a research topic on CE that you would like to explore in Malaysia

MODEL EXAMINATION QUESTIONSComparative Education means different things to

different people. However there is general consensus that such studies have certain key characteristics in common. Briefly describe TWO (2) of the common characteristics. (4 marks)

“Comparative Education is merely about examining similarities and differences among different countries”. Say whether you agree or disagree with this statement. Justify your answer. (4 marks)

THANK YOU

For Your Kind Attention