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At the beginning comparative education was descriptive in terms of education systems of a
country.
In 19th century education started being studied comparatively.
After the Napolic wars there was increased interest in the study of comparative education. In
this period there was relative peace and there was a need to enhance interaction between
people thus Comparative education was given a chance.
Between (1888-1819) JOHN GRISON travelled to Europe and on return published his findings of
the countries he visited e.g. Great Britain, France, Switzerland, Italy and Holland.
In 1931 VICTOR COUSIN a representative of the French minister of education visited Russia and
published his findings which were translated in English and helped in education development in
France, England and America.
The second generation of study of comparative education in 1900 SAM MICHAEL SANDRA
published a book "FOREIGN SYSTEMS OF EDUCATION". In the book he demonstrated how we
can gain practical value from studying foreign education systems.
In 1959 KADEL cited by HANS observed that the value of comparative approach lies in the
analysis of problems and their causes by comparing education systems.
In 1930 FRENDRICH SNEINDER started editing the international review of education in four
languages.
In 1928 SERGIUS HESSEN applying a philosophical approach selected four problems as an
education policy.
i. Compulsory education
ii. School and state
iii. School and church
iv. School and economy
In 1956 BRICKSAN introduced the comparative education society at a conference in New York.
1961 another society was introduced in Europe.
In 1983 the Society of comparative education was established in Nigeria. And comparative
education started being taught in universities.
Titany answered the question on January 7, 2022 at 05:18
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