Comparative education
The history of comparative education was reviewed1 by David N. Wilson in 2003. In this work he defines comparative education as
an intersection of the social sciences, education and cross-national study which attempts to use cross-national data to test propositions about the relationship between education and society and between teaching practices and learning outcomes
while defining its "twin", international education, as
the application of descriptions, analyses and insights learned in one or more nations to the problems of developing educational systems and institutions in other countries
Why is comparative education or "comp ed" germane to the OLPC project? Because it provides a rich scholarly archive of educational culture "ethnographies" through which we can better understand the target markets.
In his review, Wilson notes the ancient roots of comparative and international education:
Writers since the beginning of recorded history have described aspects of education in countries they visited, with the notion that the educational structures and practices they examined might be useful for adoption and adaptation in their own countries... Such works include the philosophical and rhetorical treatises on education by Herodotus (484-425 BC), Thucydides (471-399 BC), Xenophon (430-355 BC), Plato (427-347 BC), Aristotle (384-322 BC), Cicero (106-43 BC), Scipio Africanus (185-129 AD), and Tacitus (70 AD) from ancient Greece and Rome; the descriptive and narrative accounts of Rabbi Benjamin of Tudela from pre-Inquisition Spain (1165-1173 AD), who voyaged as far as India; Niccolò and Maffeo Polo (the father and uncle of Marco Polo) writing about China (1254-1324 AD); and Abd al-Rahman Ibn Khaldun (1332-1406 AD) of Tunisia.
Modern study dates only from the early 19th century. (Readers may find it amusing to read excerpts from published accounts of education in Britain at the height of its imperial power in 1856, concerning children and adults.) Wilson's review takes note of several milestones in the modern era:
- Basset (1808) and Jullien (1817) are "credited with the introduction of the scientific study of education from a comparative perspective"
- First comp ed univ course (1899)
- Comp ed enters its "scientific" era (1900)
- 1st Western textbook on comp ed (1918)
- Int'l. Bureau of Ed. (IBE), 1st int'l org in ed sector (1925)
- IBE joins UNESCO (1948)
- CES, 1st comp ed society (1956)
- WCCES, world council of comp ed societies (1970)
The enduring institutions above provide excellent online resources.
The International Bureau of Education, or IBE, at UNESCO provides lengthy dossiers describing the educational systems of its nearly 200 member states here. Essays profiling these national systems, comprising the World Data on Education (WDE) database, are indexed by state in a zoomable tree structure. The WDE covers a very wide range of topics, among them, the official rationale for education, gradations, finances, equipment, educational research and current issues. Most(?) of the essays are written in English - even those for the Russian Federation and China, whose national languages are "ruling" UN languages - but there are also many written in French and Spanish. (Crude translations are available through free third-party online translation engines, like Babelfish.)
Other material in the IBE national dossiers include reports, curriculum resources, bibliographies and links to the national education bureaucracies on the Web.
Additionally,
Since the 1930s, the IBE has requested Member States to present, at each session of the International Conference on Education (ICE), a National Report on the Development of Education. These reports can be considered as one of the main sources for comparing educational data across countries and over time, and a useful tool for the exchange of information and experience in the field of education. - source
These national reports are available online for the 46th ICE (2001) and the 47th ICE (2004).
References
1. Wilson, David N. (2003). The Future of Comparative And International Education in a Globalized World. International Review of Education 49(1-2): 15-33