Methods and

Approach in
Comparative
Jastine S. Rafael
Merly Carol C. Palo
Approach
in
Comparati
ve
Education
Merly Carol C.
AREA STUDY
APPROACH
 AREA STUDY APPROACH

Breeder (1958) is of the opinion

that "one of the oldest and
clearest ways of introducing the
subject comparative Education is
to study one geographical area at
a time" He therefore identified
the following stages:
DESCRIPTIVE
STAGE
 AREA STUDY APPROACH

• i .Descriptive Stage –
• At this stage, an Educational researcher can make
a description of his own educational system as well as
practices.
• The investigator has to start by reading extensively. He
will start by reviewing the available literature on the
educational system of the country being studied.
• To enable the investigator have on the spot
assessment, he can personally visit the country whose
educational system is studying.
INTERPRETATI
ON
STAGE
 AREA STUDY APPROACH

• ii.Interpretation stage
• At this stage of the study, the investigator will
now collate and analyze  the data gathered from
various sources to enable him do justice to the
educational system of the area being studied.
JUXTAPOSITIO
N
(COMBINE)
STAGE
 AREA STUDY APPROACH

• iii.  Juxtaposition (combination)stage

•     At this stage of the study the investigator
will put side by side the result obtained from the
interpretation(analysis) stage with the
educational system  of his own country.
COMPARATIVE
STAGE
 AREA STUDY APPROACH

• iv. Comparative stage

• At this stage of the investigation, the researcher
will objectively compare and contrast the
educational practices of the country being
studied with that of his own.
• It is at this stage of the study that
whatever hypotheses that might have been
formulated by the researcher that will be rejected
or accepted.
PHILOSOPHICAL
APPROACH
 philosophical
• relating or devoted to the study of
the fundamental nature of
knowledge, reality, and existence
• having or showing a calm attitude
toward disappointments or
difficulties
 PHILOSOPHICAL APPROACH

•A Russian Philosopher by
name Segues Hessen was the first
man to apply philosophical
approach to the study of
Comparative Education when he
published his book in 1928 which
he titled "Kritische Vergleichung
des Schulwesens der Anderen
Kuturstaaten". In the book, he chose
four main philosophical problems.
 PHILOSOPHICAL APPROACH

•Compulsory Education State

•The School and the State
•The School and the Church
•The School and Economic Life
Compulsory Education State
• Compulsory education means all are required by
law to attend school for the prescribed duration.
• In the Philippines, a thirteen-year education is
mandatory by law. These thirteen years run from
kindergarten up to grade 12, also known as the K-12
programme. After which, students have the option of
whether to pursue higher education or not..
The School and the State
• State, in fact, maintains and develops the
human culture and civilization through
ages. Providing education is an important
function of the State. Education
prepares citizens for the State. Thus
education and state are mutually related
and one works for the other.
The School and the Church
• The Christian Church played an important
role in the field of education. These
Churches become great centres of
scholarship, art, literature and religious
studies. Educational institutions like the
internationally renowned Cambridge and
Oxford Universities were built by the Church.
The School and Economic Life
• The economic system and its development is essentially
connected with the educational system, because knowledge is
the basis of any economic system. To achieve closer cooperation
between this two systems management is necessary to
meaningfully connect them.
• A quality basic education gives children and youth the
knowledge and skills they need to face daily life challenges,
and take advantage of economic and lifelong learning
opportunities. It is also a key driver for reducing poverty,
fostering economic growth, achieving gender equality, and social
development.
 PROBLEM
APPROACH OR
THEMATIC
APPROACH
THEMATIC
• having or relating to subjects or a
particular subject.
PROBLEM APPROACH OR THEMATIC APPROACH

In this approach the investigator

will first of all identify a
particular educational problem in
his own country.
Then, he will begin to look for
another country that has the
same problem.
PROBLEM APPROACH OR THEMATIC APPROACH

The researcher will also study the

education problem of another
country in relation to their culture. 
The researcher will not only study
the educational problem of another
country but he will also examine
the solution applied to such
problem by the affected country.
CASE STUDY
APPROACH
 CASE STUDY
• a process or record of research in which
detailed consideration is given to the
development of a particular person,
group, or situation over a period of
time.
• a particular instance of something used
or analyzed in order to illustrate a thesis
or principle.
 CASE STUDY APPROACH

•In this approach, an education

comparativist from Nigeria can
go to Iraq to study the primary
education Level of the
country. His report will be very
comprehensive for his readers to
understand.
 CASE STUDY APPROACH

•If it is possible for the

researcher, he can take all the
educational systems of the
country and compare such
educational system with his
own educational system.
 CASE STUDY APPROACH

•The problem with this

approach is that as a human
being, the investigator may
not be totally objective in his
report.
INTERNATIONA
L
APPROACH
 INTERNATIONAL
• existing, occurring, or carried on
between two or more nations.
 INGTERNATIONAL APPROACH

•This is an approach whereby all

the variations existing from one
area to another within the same
country are taken into
consideration while comparing
the system of education of a
foreign country with one's
educational system.
GASTRONOMIC
APPROACH
GASTRONOMIC
• relating to the practice of
cooking or eating good food
 GASTRONOMIC APPROACH

•This is a method whereby both

the diet as well as the eating
habit of the people in a
particular country are related to
the practices of their education,
the approach is not very
popular among the modern
educational comparatives.