Mark Bray, Bob Adamson, Mark Mason's Comparative Education Research: Approaches and Methods (CERC PDF

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Extra resources for Comparative Education Research: Approaches and Methods (CERC Studies in Comparative Education)

Example text

Particular emphasis was given to the United Nations Millennium Development Goals, announced in 2000, which included achievement of universal primary education by 2015. In this framework, comparative study of education was chiefly needed in order to identify practical ways to extend the quantity, improve the quality and appropriately orient the direction of education around the world. Thus, to some extent the comparative work of UNESCO resembled that of policy makers, commented on above. Indeed UNESCO has a strong policy advisory role, particularly for national governments.

Nevertheless, much can be learned from analysis of the characteristics and inclinations of academics who do choose to identify themselves with the field of comparative education. The survey of CIES members mentioned above (Cook et al. 2004), which was undertaken in 2001, revealed a diverse and highly eclectic field which was “relatively centerless” (p. 136). However, the authors did perceive “a constituency unified around the objectives of understanding better the traditions of understanding one’s own system of education by studying those of others’ and assessing educational issues from a global perspective” (p.

It is rich, in that its 30 members produce two thirds of the world’s goods and services, but it is by no means exclusive. The core of original European and North American members has expanded to include Japan, Australia, New Zealand, Finland, Mexico, Korea and four former communist states in Europe: the Czech Republic, Hungary, Poland and the Slovak Republic. Nonmembers are invited to subscribe to OECD agreements and treaties, and the organisation now involves in its work some 70 non-member countries from Brazil, China and Russia to least developed countries in Africa and elsewhere.

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