By Edmund J King
This quantity bargains a conceptual justification and technique for comparative reviews of schooling matching advancements within the social sciences and different comparative disciplines. It additionally relates comparative reviews of schooling to the sensible company of coverage formula in any respect degrees. therefore it bridges the widening hole among the simply educational global and the realm of choice for improvement. the writer attracts illustrations from academic reforms, yet is going extra in suggesting appropriate systems or associations which would in attaining soundly established guidelines and safe their implementation. he is taking account of the making plans concepts and achievements of UNESCO, OECD and different foreign businesses, and examines the actions and goals of nationwide making plans for schooling in a much broader point of view of global re-orientation. [C:\Users\Microsoft\Documents\Calibre Library]
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Extra info for Comparative Studies and Educational Decision
Can nothing be quantified and classified? Of course it can. It must be. But it is necessary to note that no one begins collecting evidence at random. There is always an implied hypothesis or pattern. Acquired skills are used to pick up the data, then bundle them together into some classification or Gestalt, and later to fit them into some perspective of use. Both the preliminary pattern of perception with which the compilation of data is made, and the methods or processes associated, are all parts of the ellipses in one of the diagrams used here.
Yet they have their own kind of carefully compiled knowledge, their particularly practised skills, and their special field of sensitivity in an area which they recognise as complementary to that of the other social scientists. There is, however, a transcendent element in their academic make-up: they are not blinkered by the often peculiar circumstances of any country's educational situation at any one time. Unfortunately, most modern planners of education suffer from just that defect, not recognising that educational issues can no more be discussed within the narrow limits of one country's legislative framework than can matters of health or trade.
Thus religions may have claimed to leave politics, business, and other worldly matters to the individual conscience of the Church member when once he is informed of the great principles and reinforced by the blessings or ceremonials of the Church. Likewise politicians have claimed to keep out of business and science. More recently, however, material mastery of the universe and the means of production and persuasion too has enabled politicians as well as philosophers to think in more totalitarian terms about the organisation of life and thought.