MOI UNIVERSITY MAIN CAMPUS
SCHOOL OF EDUCATION
DEPARTMENT: EDUCATIONAL FOUNDATION
COURSE CODE: EDF 411
COURSE TITLE: COMPERATIVE AND INTERNATIONAL EDUCATION
LECTURER: DR. MWAI
TASK: GROUP WORK
DATE: 6th May 2025
GROUP MEMBERS
NO NAME REGISTRATION NUMBER PHONE NUMBER
.
1 NEWTON KIBET TED/4829/21 0700476262
2 KIMUTAI COSMAS TED/5860/21 0728717818
3 JULIUS GATHOGO NJOKI TED/5047/22 0757760635
4 RUTH JERONO TED/5064/22 0748165154
5 CLARA CHEPGNGEONE TED/5091/22 0797558548
6 JUDITH JEPTOO BIWOT TED/5105/22 0718579872
7 VICTOR S. WAMALWA TED/5115/22 0707676045
8 BRENDA ADIERI TED/5126/22 0741123910
9 EMMANUEL OYUNGU TED/5138/22 0799619651
10 ISACK OUMA ODONGO TED/5141/22 0700476262
Comparative and International Education in Contemporary Teacher
Education Programs
Introduction to Comparative and International Education
In today’s interconnected and rapidly evolving world, education systems cannot afford to operate
in isolation. The need to share knowledge, experiences, and strategies across borders has never
been more critical. Comparative and international education are fields that enable such cross-
cultural learning and cooperation. These areas of study focus on examining education systems in
different countries and using this knowledge to inform educational improvements. In countries
like Kenya, which are undergoing significant educational reforms and facing numerous
challenges such as inequality, limited infrastructure, and the demands of implementing the
Competency-Based Curriculum (CBC), comparative and international education become
invaluable tools for teacher education and policy formulation.
Understanding how other countries manage their education systems, train their teachers, and
confront societal challenges offers rich insights that can shape better practices at home. Kenyan
teachers, especially those in training, benefit greatly from this global lens as it equips them with
diverse perspectives and the ability to think critically about their roles in shaping future
generations.
Definition of Comparative Education
Comparative education is the study of education systems, processes, and outcomes across
different cultural and national contexts. As Epstein (1995) explains, it is an interdisciplinary field
that integrates insights from history, sociology, economics, political science, and philosophy to
analyze educational issues. It does more than just compare systems; it seeks to understand why
differences exist and what can be learned from them.
Altbach (1998) views comparative education as a way of using cross-national data to explore
how education influences society and vice versa. This approach allows us to ask meaningful
questions like: Why does Finland excel in primary education? What lessons can Kenya draw
from Singapore's investment in teacher development? Such questions help in identifying
practices that may be adapted to the Kenyan context with cultural sensitivity and realistic
expectations.
By comparing Kenya's teacher education system with those of countries like Rwanda, Ghana, or
Sweden, educators can spot strengths and areas that require reform. This broadens the scope for
innovation and fosters a culture of evidence-based decision-making.
Definition of International Education
International education is about fostering a global mindset in both teaching and learning. It
encourages students and teachers to transcend national boundaries and engage with the broader
world. As Phillips and Schweisfurth (2014) note, international education promotes understanding
of diverse cultures, systems of governance, religious beliefs, and historical experiences.
At its core, international education prepares learners to participate actively and responsibly in a
global society. It is built on values such as peace, respect for diversity, intercultural competence,
and environmental stewardship. In Kenya, this manifests in various ways: student exchange
programs, international collaborations in higher education, international schools, and the
inclusion of global issues in the curriculum.
An example is Moi University’s partnerships with institutions in Europe, Asia, and North
America for joint research and academic exchange. These initiatives not only enrich the
academic experiences of students and staff but also bring in diverse teaching methodologies and
educational philosophies.
Contemporary Teacher Education Program
Contemporary teacher education programs are designed to prepare educators for the realities of
modern classrooms. These programs are dynamic, reflecting shifts in pedagogy, learner needs,
technology, and societal expectations. In Kenya, such programs have undergone significant
transformation to align with the CBC, which emphasizes skills, creativity, and learner-centered
teaching.
Key features of Kenya’s contemporary teacher education programs include:
Competency-Based Training: Focuses on ensuring that teachers can apply their
knowledge practically. Teachers are expected to develop skills such as critical thinking,
communication, and collaboration.
Inclusive Education: Prepares teachers to support learners from all walks of life,
including those with special needs and those from marginalized communities.
Technology Integration: Encourages the use of digital tools in lesson planning,
teaching, and assessment. Digital literacy is essential for both teachers and students.
Learner-Centered Pedagogy: Shifts the focus from rote memorization to participatory
learning. Teachers act more as facilitators than authoritative figures.
Global Perspectives: Exposes teacher trainees to international best practices and
encourages global collaboration.
Programs like the Diploma in Teacher Education, offered through government-approved Teacher
Training Colleges, embody these principles. They are crafted not only to address current
classroom demands but also to anticipate future educational needs. The Kenya Institute of
Curriculum Development (KICD, 2020) has played a central role in reshaping the curriculum to
meet these evolving expectations.
The Role of Comparative and International Education in Contemporary
Teacher Education Programs
1. Enhancing Educational Quality
One of the most profound contributions of comparative education is its ability to reveal effective
educational practices globally. For instance, Finland’s success in early childhood education has
been attributed to its emphasis on play, low-stress environments, and well-trained teachers.
Kenyan teacher training programs can draw from such models to improve early learning
experiences.
International education enhances quality by introducing global standards and fostering openness
to diverse teaching styles. It nurtures reflective and culturally responsive educators who are more
aware of their global responsibilities (Bray, Adamson, & Mason, 2007).
2. Promoting Innovation and Curriculum Development
Comparative studies offer a treasure trove of innovative strategies. South Korea's integration of
ICT in education, for example, can inspire Kenyan institutions to adopt more digital tools in
training and assessment.
International education supports reforms such as environmental education, gender equality, and
peace education—all of which are aligned with global priorities. Incorporating these elements
helps Kenya's curriculum stay relevant and holistic (Crossley & Watson, 2003).
3. Supporting Policy and Decision-Making
Educational policies are often shaped by comparative research. Kenya’s decision to implement
CBC was influenced by successful models in Canada, South Africa, and elsewhere. Comparative
education provides empirical evidence that can guide decision-makers away from trial-and-error
approaches.
International organizations like UNESCO and UNICEF often support countries in reforming
their systems. Through their guidelines and funding, these bodies help align national education
systems with global goals such as the Sustainable Development Goals (UNESCO, 2017).
4. Encouraging Cultural Understanding and Global Citizenship
Teacher trainees gain valuable intercultural skills by learning how different countries manage
diversity. For instance, multicultural education in the U.S., as discussed by Banks (2009),
provides a model for Kenyan educators working in ethnically diverse classrooms.
Such training helps teachers foster inclusivity, empathy, and tolerance—qualities that are
indispensable in a society as diverse as Kenya’s.
5. Facilitating Professional Development
Through exposure to international teaching methods, comparative education encourages
continuous professional growth. Teachers who attend international seminars or engage in global
online courses often bring back fresh ideas and perspectives.
This international exposure also boosts the self-confidence and aspirations of Kenyan educators,
empowering them to pursue excellence in their profession.
Significance of Comparative and International Education in Contemporary
Teacher Education Programs
1. Fostering Global Competence
Today’s teachers must address global challenges such as climate change, pandemics, and digital
transformation. Comparative and international education ensure that educators are equipped with
the knowledge and sensitivity needed to connect global issues to local realities.
.2. Promoting Equity and Social Justice
By examining education systems in more equitable countries like Sweden or Norway, Kenyan
educators learn how to create more inclusive environments. These insights can lead to improved
policies for children with disabilities, gender-sensitive education, and better support for rural
schools.
3. Strengthening Research and Knowledge Sharing
Teachers trained with a global perspective are more likely to engage in educational research.
They can investigate how different teaching strategies impact learning and contribute to
scholarly dialogue both locally and internationally.
4. Broadening the Scope of Education
Comparative and international education encourage a holistic view of education. Teachers are
trained to see beyond classroom performance and understand broader social, political, and
economic influences on learning.
5. Enabling Policy Benchmarking
Kenya can use tools such as the Programme for International Student Assessment (PISA) to
measure its performance globally. These benchmarks motivate continual improvement and
provide tangible goals (OECD, 2018).
Perspectives That Define the Scope of Comparative and International
Education
1. Historical Perspective
The history of education in Kenya is deeply rooted in its colonial past. British educational
models still influence many aspects of the system today. Understanding this historical context
helps teachers recognize and challenge outdated practices.
2 . Philosophical Perspective
Every education system is built on a set of beliefs and values. For Kenya, the CBC is founded on
constructivist and learner-centered philosophies, promoting active learning over passive
absorption. Comparative education encourages teachers to critically reflect on these underlying
philosophies.
3. Sociological Perspective
Societal factors such as poverty, gender roles, and cultural expectations heavily impact
education. Studying how other countries tackle these issues helps Kenyan educators find new
solutions. For example, policies in Botswana that support girls’ education can inspire similar
efforts in Kenya.
4 .Political Perspective
Politics shape funding, curriculum, and teacher recruitment. Understanding how political
decisions influence education allows future teachers to be more informed and proactive in
advocating for positive change.
5. Economic Perspective
Education systems rely on economic resources. By comparing how countries like Germany
balance vocational and academic education, Kenya can learn to diversify its educational
investments for better employment outcomes.
Conclusion
Comparative and international education are not just academic fields; they are practical tools that
can revolutionize teacher education in Kenya. By learning from global experiences, teacher
trainees gain the confidence, knowledge, and adaptability needed to thrive in diverse classrooms.
These disciplines foster global competence, encourage innovation, and support inclusive and
equitable education.
As Kenya continues its educational journey, embracing comparative and international education
will ensure that its teachers are not only competent but also visionary. They will be prepared to
educate the next generation of learners who are thoughtful, informed, and capable of making
meaningful contributions to both their local communities and the global society.
References
Altbach, P. G. (1998). Comparative higher education: Knowledge, the university, and
development. Ablex Publishing.
Banks, J. A. (2009). Multicultural education: Issues and perspectives. John Wiley & Sons.
Bray, M., Adamson, B., & Mason, M. (2007). Comparative education research: Approaches and
methods. Springer.
Crossley, M., & Watson, K. (2003). Comparative and international research in education:
Globalisation, context and difference. Routledge.
Epstein, E. H. (1995). Comparative and international education: Overview and historical
development. In T. Husén & T. N. Postlethwaite (Eds.), The international encyclopedia
of education (2nd ed., pp. 948–952). Pergamon.
KICD. (2020). Basic education curriculum framework. Kenya Institute of Curriculum
Development.
OECD. (2018). Programme for international student assessment (PISA) results. Organisation for
Economic Co-operation and Development.
